Team Dragon: Occupy Learning Video – Take1
Here is the video from Team 3’s synthesis presentation. The class watched the Phantom Menace Review in class towards the beginning of the semester. This just seemed like a good way to sum up the course.
I just attended Dan Shapiro’s session on a video project for Medical Students. I don’t know if I have seen a better case made or for the use of video projects for learning. Dan Shapiro is the chair of the humanities at The Penn State College of Medicine. I have never thought about med students taking humanities, and I am told Penn State was the first med school to adopt a humanities department.
Here is the gist of the video project:
Modern medical schools were designed to treat acute illnesses. With medicine getting better over the last century, we have defeated a lot of acute illnesses such as infection, but there is growing cases of chronic illnesses such as cancer. So, just like we hear in so many disciplines these days, the education system seems to have not caught up. Students and new doctors come to patients with the attitude that if a patient comes to me with X, then I just need to know to give them Y, and problem is solved. (Reminds me to the multiple choice mentality of standardized assessment that Wesch was arguing against in the keynote – If this is how the students were learning, this is the mental model they bring to the world). The problem is that doctors are being trained to cure, not to heal. Doctors are not prepared to help patients cope with living with an illness in their life.
Enter then the video project. Med students are required to make a five minute documentary about patients coping with a chronic illness. The students take eight months to collect the footage, being required to make at least three visits with the patients, but many make more. The students are given basic instructions on how to frame a shot, seek good audio and lighting, and basics on how to tell a story. They capture around 25 hours of footage that they must edit down to 5 minutes (although Shapiro has started to allow longer submissions, sometimes up to 10 minutes). In editing the footage and working with it, taking all the time to hone and edit, the students get a deep sense of what is on the film. It is this editing process where a lot of learning happens as the students to think critically and analyze the footage they have captured. Ultimately, the patients become the teachers, as seasoned patients know more about the realities of living with an illness than physicians do.
Two of these student videos were played in the session, and I have to say I was blown away by the quality of the productions. The use of sound, music, editing all worked together to tell a compelling story.
The students all rated the video project very high in the positive effect it had on their learning on all dimensions (Average rating above 4 out of 5 on almost all questions). In fact, the amount of students and patients participating has doubled in the last year even though it is not a requirement and the students get no credit that counts towards graduation.
This project makes the case that filmmaking can be a powerful medium for learning about a topic.
Any reactions to this?
This was Team 3’s Synthesis Presentation for Block 1.
We have all been working together to understand disruptive technology, and how it relates to community, identity, and design. The video represents the diversity of ideas and questions generated by the class, and demonstrates visually the diversity of individual identities (“I am…”) of contributors to this blog while synthesizing them together into a harmonious (or sometimes discordant) whole.
The word tree as generated using a web service called Many Eyes. Feel free to interact with word tree.
Some ideas explored in class:
Thanks to Jamie Oberdick (Twitter @JamieOber) for pointing this out. You can watch the whole show online (which actually seems a little ironic, given the topic).
Just to be clear, the items below are in addition to the weekly team writing — this week with a focus on identity — and the individual blog post that answers, “what does disruptive technology mean to you?”
This week, as we are out of town, we are asking you to do some independent work as a team. You can meet during class time or not, as you choose. There will be two reading assignments for this week, which focuses on identity. The first is Gee’s piece about discourse analysis. The second is a art/cultural philosophy reading created by Marshall McLuhan and Quentin Fiore. It is a summation of McLuhan’s core ideas in condensed and graphically novel form. It is particularly interesting in that it was written 40+ years ago and yet you will find much of what he says very contemporary.
In addition to the readings, we are also asking you to do a little exploration into emerging technologies. One of the better resources on the web for educators to tap into is Educause. Actually both of us will be at the annual Educause Learning Initiative meeting this week in Austin, TX. They produce an excellent series called, “7 Things You Should Know About …” It is essentially a series of short white papers that answer seven simple questions about a given technology. On lots of levels it the first place we stop when researching a new technology in a teaching or learning context. Find the seven things series by visiting the Educause site (http://www.educause.edu/7Things).
With that in mind, we’d like you to look at a few of the ones they have there that perk your interests either as an individual or in your team. Once you’ve organized your thoughts a bit about it we’d like you to create and share a short YouTube video that lets us know the following:
If you don’t have a YouTube account, just create one and record your video. If you don’t have a webcam, all the machines in our classroom have one … otherwise, most of the campus labs have webcams available. Once your video is recorded on YouTube, you’ll use the Embed Code to create a new entry at the course site with your video in it. To embed a video follow these directions:
Your entry format field should look like this before adding your embed code:
One of the things we’d like you to explore is the notion of the Personal Learning Environment …
WARNING: This video contains some mildly naughty language, but is not obscene.