The original piece worked well enough in its context, but it did have some limitations.
First, there was little room to provide support for the theoretical claims upon which the structure of the piece was based. However, there has been some work supporting these claims both before and since the piece was published that are worth considering further.
Second, there are more ways to support video assignments than the seven I outlined in the original piece. For example, many campuses now have IT and/or instructional design staff who can help manage different aspects of the assignment support (such as in-class workshops, out-of-class meetings or support), opening up more options for the faculty member in structuring video assignments.
Finally, the method I used in that piece to support each approach, linking to actual assignment descriptions for each one, has some limitations of its own. First, many of the original links are missing (it would appear that only the internal links to other teachingmedia.org posts are still working). I do have the links I submitted then, but some of those are now broken as well. In addition, I only accessed those assignments passively, never speaking to any of the faculty who assigned them. So for the next iteration of this piece, I will supplement direct links with ethnographic responses from the creators themselves.
So here’s how I thought the project might develop. My hope is that by the end of this process, I’ll be able to articulate more clearly the structure and outline of whatever the updated publication might entail.
- Introduction to the project, gathering my thoughts.
- (This post) Referencing the original piece, identifying limitations and areas in need of revision.
- On the first section, on concerns faculty have: expectations of student familiarity, assessing your own facility and comfort with media production.
- On the second section, the seven original methods I outlined.
- An overview of the time-based approach I took originally.
- Looking at the methods again in terms of:
- degree of guidance.
- creation versus analysis.
- Plans for the next steps of the project: interviewing/surveying as a means to capture existing experiences with video assignments; journals that would make sense to submit this work to; ways the work can positively impact my colleagues at Austin College.
(I’ll update this post as the other posts are published so it functions like a table of contents as well.)