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A Student-Generated Video Careers Project: Understanding the Learning Processes in and out of the Classroom

A Student-Generated Video Careers Project: Understanding the Learning Processes in and out of the Classroom

Laurel Evelyn Dyson, Jessica Katherine Frawley
Copyright: © 2018 |Volume: 10 |Issue: 4 |Pages: 20
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522543732|DOI: 10.4018/IJMBL.2018100103
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MLA

Dyson, Laurel Evelyn, and Jessica Katherine Frawley. "A Student-Generated Video Careers Project: Understanding the Learning Processes in and out of the Classroom." IJMBL vol.10, no.4 2018: pp.32-51. http://doi.org/10.4018/IJMBL.2018100103

APA

Dyson, L. E. & Frawley, J. K. (2018). A Student-Generated Video Careers Project: Understanding the Learning Processes in and out of the Classroom. International Journal of Mobile and Blended Learning (IJMBL), 10(4), 32-51. http://doi.org/10.4018/IJMBL.2018100103

Chicago

Dyson, Laurel Evelyn, and Jessica Katherine Frawley. "A Student-Generated Video Careers Project: Understanding the Learning Processes in and out of the Classroom," International Journal of Mobile and Blended Learning (IJMBL) 10, no.4: 32-51. http://doi.org/10.4018/IJMBL.2018100103

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Abstract

This article describes how in recent years, the multimedia recording capabilities of mobile devices have been used increasingly to create a more active, learner-centred educational experience. Despite the proven value of student-generated multimedia projects, there are still gaps in our understanding of how students learn during them. This article reports on a project in which first-year information technology students interviewed IT professionals in their workplace and video-recorded the interview to enable sharing with their peers. In order to understand the statistically significant increases found in students' learning, student diaries and reflections were analyzed qualitatively. Factors found to contribute to learning included: the iterative nature of student activities; the multiple, evolving representations of knowledge as students proceeded through the project; the importance of the workplace context in engaging students and enhancing learning; the affordance of mobile technology for capturing and sharing this context; and the collaborative and metacognitive processes fostered by the project.

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