Video Production as Knowledge Representation of Student Learning

Abstract

With the support from the Quality Education Funds, many Hong Kong schools including primary and secondary have been granted to set up Campus TV stations along with the school curriculum. As the number of schools setting up the Campus TV station is increasing, engaging students in video production should have achieved some learning outcomes, though little attention for studies has been paid in this aspect. Reviewing the literature, Jonassen, Carr & Yueh (1998) suggested “students as designers” approach, regarded computer as a Mindtool; students being a courseware designer would learn how to understand, organize and construct individual knowledge. Buckingham, Grahame and Sefton-Green (1995) once suggested asking students to produce video outcome would enhance their understanding on a specific topic. Throughout the video production, students would go through reading, producing and reflection; at the same time the video outcome produced by students is a knowledge representation of their constructed knowledge throughout the process. The paper is going to explore whether video production will enhance students learning: during the video production, some important thinking skills may be enhanced, and the video outcome of the production is a representation of the collaboratively constructed knowledge.