This collaboration is notable for Library Media Services on multiple levels:
- it represents our first foray into the natural sciences
is completely based on scholarly research (students have to select a
recent article in the field and communicate the content through video
with grading criteria on producing content that is accessible and
engaging to non-Biologists)
- it is an innovative pedagogical approach (students asking each other questions)
- it is content born open (anyone can view)
- it is large scale (at least 25 groups of 3-4), but structured in a way so as not to overwhelm support resources (2-3 group vodcasts due a week throughout the semester)
What students are learning beyond Zoology..
- that they can demonstrate the ability to effectively communicate complex issues such as animal research in an accessible manner to multiple audiences...
- that they can demonstrate this communication through video production (multimedia) and within a social media context (Posterous) assists in the development of digital media literacy skill sets on multiple levels...
- that they can also demonstrate the ability to work in groups collaboratively, ability to diversify responsibilities, and meet project deadlines in order to deliver a quality product in a limited time frame.
Why other faculty should consider student vodcasts...
This kind of project is easily applicable across disciplines, has a low barrier for students without extensive media production experience, and moderately easy to support from a campus resource perspective. As such, I would encourage more faculty to consider integrating this type of assignment into their courses. Media use in the type of presentation genre is also slowly taking shape in academic scholarship as well. I look forward to seeing all the student projects as the semester progresses and continuing our dialogue with Sehoya!
Check out the project site!! http://zoologyvods.posterous.com/