Abstract:

The paper reports from a project exploring the deployment of video production as interactive pedagogy in teaching social science for BA students coming from a range of different countries. The study is based on a one-day workshop design where students meet to first listen to a talk on storytelling and thereafter being challenged to craft and subsequently video-produce a story on their own, in groups. By placing students in groups and giving them first-hand experience with uses of online collaborative video-making tools, the research project aims at understanding how students approach the craft of storytelling and through this practical exercise of actually making a video acquire an improved sense of the narrative dimensions of news stories -- fake news, and trustworthy news. In this paper, an introductory framework of relevant theory is followed by a description of the education design and process at work, leading to a discussion and summary reflections on the main research proposition of the project, which is the idea that students learn more and retain more through engaging with each other in solving real world problems relevant to their everyday life.

Keywords:

Video in education, education technology, media-rich pedagogy, student centered learning.