Developing a Supportive Framework for Learning on Biosciences Field Courses through Video-Based Resources
Field courses are an essential component of the undergraduate experience in many subjects, but are intensive and expensive for participating students. Unpreparedness often means time is used teaching the basics rather than challenging students in exciting and novel situations. Moreover, universal participation is not always possible. Video-based resources covering key concepts and techniques could help participant preparedness and could be used independently by non-participants. This reflective case study details a collaborative project in which students and instructors worked together to make conceptual and instructional videos during a highly applied biosciences field course in South Africa. In 2012, after training from a professional wildlife filmmaker, students were involved in planning, presenting, and filming 25 videos. Students benefited considerably from the filmmaking process as explaining concepts and filming techniques helped reinforce their understanding: an example of “see one, do one, teach one.” The online, open-access videos were used by the 2013 cohort to increase preparedness and independently by non-participants to good effect, both internally and at several external institutions. New videos will be added each year to expand the resource base and allow students to gain from the filmmaking experience. This teaching and learning strategy is multidisciplinary, with relevance for a range of subjects.
Journal of Online Learning and Teaching
