Filmmaking as a Visual Learning Tool

Filmmaking is a creative learning tool. It was pioneered by the University of Sheffield (Allam, 2008). This method has promoted the user to be fully engaged in what is being taught while generating an enthusiastic and enriched learning environment. Text is now replaced by visual media to appeal to the senses, particularly sight. Previously, the main teaching methods were based on writings and books. Students would have to read and ingest the contents, while maintaining their own curiosity and motivation. The current classroom is now using filmmaking as a way to increase the students’ abilities while creating a short film to showcase as a learning tool.

BFI Families. (2021). Saturday Film Clubs for Children. Retrieved from https://whatson.bfi.org.uk/Online/default.asp?BOparam::WScontent::loadArticle::permalink=families&BOparam::WScontent::loadArticle::context_id=

Approach

Clark and Mayer (2018, p. 78) state that even though there has been increased activity within the textbook design and content, the difficulty lies in the creator’s structure to show its overview and relevance in a quick and easy fashion. The creator must juggle the student’s motivation, volition, design elements and current trends. The use of filmmaking can alleviate these issues. There are many ways now affordable to the instructional designer that can keep the student engaged within the materials. There is the use of colors, sounds, moving pictures, and other means to show the concepts to the student. Allam (2008) states that it can produce highly motivated students and makes learning easier and exciting. There is a sense of empowerment and motivation that the students will experience. They can also achieve different levels through tests or exams, discussions, assignments and more. According to Allam (2008), the students have experienced a better understanding of the materials and it changed their approach to research. However, to be successful in generating these materials, it does require a bit of experience and knowledge of the filmmaking process.

Implications

Ibrahim (2012) states that cognitive researchers have found three major challenges facing using multimedia materials in their educational means. The first is any information that competes with the essential content of what is being taught. The creator needs to filter out these extraneous materials and use only what is needed for the student to learn. They need to cut down the number of distractions which would lead to confusion or quitting outright. The second is including these extraneous materials but not possible to delete them. On this point, make them useful by incorporating them into the learning process. Show how the opposite could come true and show examples of those. The third is making the learning dynamic too complex for the student to understand. Sometimes the instructional designer could get too caught up in their own theory or practice. They need to make it simple and easy for all students to understand. The materials should include all the filmmaking techniques and media they can use, but in moderation so the students can grasp the materials quickly and the content addresses the needs of the assignment perfectly. This is truly a balancing act for what to include and the need to delete the complicated materials.

Execution

One of the main aspects of filmmaking is it is a hands-on learning activity. Clark & Mayer (2018) state that knowledge is learned when it is perceived to be meaningful to someone. According to the article, Canada Newswire (2012), more than 110,000 students showcased their history project videos at a Fair across the country. Their main Historical Society encourages students to film and re-enact historical milestones that matter most to them in their community. The two hundred students accomplished this task that they learned using the filmmaking process. It also brought historical perspective from their towns and cities to life. There were certain parameters to which the students had to adhere. The project was open only to students from grades 4-11. They had to research, role-play, and then film a short documentary about their topic. The judges had to pick only six winners from all these outstanding produced videos. The process the students went through taught them many lessons that can only be achieved when they are engaged in the learning behaviors and understand the consequences of their actions. There are many other ways to incorporate the filmmaking processes into your learning curriculum. The filmmaking process helps to develop the student’s creative aspects and tends to involve teamwork among them. There are many instances where making a film or using those produced videos in your curriculum can get the point across to the student easier and absorbed more quickly. Some students are visually motivated, and this caters to them perfectly. This is just another way that an instructional designer can reach the student and keep them engaged.

Reference

Allam, C. (2008). Creative Activity and its impact on student learning – issues of implementation. Innovations in Education & Teaching International, 45(3), 281-288. Https://doi.org/10.1080/14703290802176196

Canada Newswire. (2012). Learning history through filmmaking – six students digitally record their communities’ historic milestones to be honoured at governor general’s awards. Canada Newswire.

Clark, B.C., & Mayer, R.E., (2018). Motivation, volition, and Performance. In R.A. Reiser & J.V. Dempsey (Eds.), Trends in Issues in Instructional Design and Technology (3rd Ed.) (p. 78). Boston, MA: Pearson

Ibrahim, M., (2012). Implications of designing instructional video using cognitive theory of multimedia learning. Critical Questions in Education. 3(2), 83-104. http://web.a.ebscohost.com.oclc.fullsail.edu:81/ehost/detail/detail?vid=5&sid=addd3e91-53a4-4b0b-8beb-566102a9d489%40sdc-v-sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=EJ1047003&db=eric