1 bbw University of Applied Sciences Berlin (GERMANY)
2 DIPLOMA University of Applied Sciences (GERMANY)
About this paper:
Appears in: ICERI2021 Proceedings
Publication year: 2021
Pages: 4671-4678
ISBN: 978-84-09-34549-6
ISSN: 2340-1095
doi: 10.21125/iceri.2021.1076
Conference name: 14th annual International Conference of Education, Research and Innovation
Dates: 8-9 November, 2021
Location: Online Conference
Media production has been transformed by digitization, and in addition, the pandemic of the COVID-19 coronavirus has brought new challenges to the entire production process and to the teaching of filmmaking. Film production and the teaching of filmmaking had to go fully online in order to continue. At the same time, solutions must be found to ensure students’ competence development – competences such as problem solving, socially interactive teamwork, and ICT skills will be crucial for managers and academic professions.

In our previous research and post-production seminars, the focus was on mastering pre- and post-production through digital means. We were able to show that it was possible to guide students through online courses during pre- and post-processing. During the coronavirus pandemic, however, the focus on online pre- and post-production was not quite enough. The filming itself had to be done by the students themselves, and in some cases even by the protagonists while lockdowns were in place. Moreover, we focused on stories that could be easily implemented by students on their own. They focused on simple narratives that allowed them to work autonomously – either in the form of reports, documentaries, or commercials and image films with "groups" of one person. In pre-production, a lot of effort was put into advising the students. A story had to be told that was as straightforward as possible, and which could be filmed in individual steps assembling the individual sequences into a film. Therefore, the online courses had to minimize the risks before production in order to avoid major problems during filming, since no assistance could be given by teachers and / or their fellow students during filming.

However, filming is based on a complex setting and a complex interaction of characters and personnel, which affects the process of filmmaking and the expansion of learning competencies. In times of pandemic and a full online film production course, some deficits were revealed here. In this context our applied research is looking for solutions to make the process flexible with regard to the location and the personal determinants of the shooting, but still guarantee the all-important didactic support for students who are usually inexperienced in filmmaking. Until now, the lack of communication during the shoot and support for students in this demanding step of the film process has been a major obstacle. The use of digital communication is the key to prepare students for later professional practice, both in the development and in the shooting and post-production of a film with appropriate quality.

Our paper examines how this adapted digital learning module for Bachelor students in "Media Management" can be developed, implemented, and evaluated. The research is based on our experience with the "Audiovisual Film Production" module, which fully online took place at the bbw University of Applied Sciences Berlin and the DIPLOMA University of North Hesse between March and October 2021.

The pronounced learning effect and the positive feedback from the students show the need for innovative multi-method teaching approaches combined with digital tools. This promotes creative, methodological, social, and professional skills in times of digital transformation and under the premise of ‘isolated film production’.
Media Creation, Film Production, Higher and Further Education, Blended Learning.