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Faculty of Humanities Teaching & Learning Office

Blended Learning Examples

Student films

Student films

See it in action:

  • The development of Keswick

    The development of Keswick

    Student video

This geography course examines identity in relation to material culture and physical presence. It studies the ways in which histories and identities can be retrieved through the exploration of material remains, and the ways in which material culture and townscape are perceived and experienced by different social groups and in turn how this affects identity and sense of belonging.

As video can be an optimal medium to convey material culture and physical presence, students in this course were assigned the task of producing in small groups a short film (3-5 minutes) about Keswick. The film had to be academic and reflect fieldwork and research on the course themes.

The choice of video-making as a form of assessment sought to emphasize the act of image production as an form of representation to affirm, critique or render unambiguous both social and cultural orders.

The decision to introduce a collaborative element in the student learning experience i.e. a group work assignment (groups of four), was supported with guidelines on collaborative group work and structured by means of specific activities, timings, tools and tasks to harness group cohesion such the allocation of project roles, the introduction of storyboards for group work and the scheduling of drop-in sessions for student groups.

Benefits:

  • Introduce complex themes in an innovative and engaging manner.
  • Using video to advance deeper understanding of course themes.
  • Student satisfaction and motivation: the film assignment encouraged students to reflect on geography and the presentation of ideas in new ways.

  • Developing collaborative and teamwork skills, negotiation, and creative representation in live fieldwork.
  • Facilitating peer learning.
  • Developing new skills - which required close tutor support to avoid students over-focussing on the 'film-making' rather than the academic content of the film.