Title:	MOBILE TECHNOLOGY TOWARDS OVERCOMING TECHNOLOGY & TIME CONSTRAINS IN DIGITAL VIDEO PRODUCTION
Author(s):	Inmaculada Arnedillo-sánchez , Brendan Tangney
ISBN:	972-8924-15-1
Editors:	Pedro Isaías, Piet Kommers and Inmaculada Arnedillo Sánchez
Year:	2006
Edition:	Single
Keywords:	Mobile technology; Mobile telephones; Digital video production; Collaboration; Creativity
Type:	Full Paper
First Page:	256
Last Page:	259
Language:	English
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Paper Abstract:	The benefits of Digital Video Production (DVP) for teaching and learning are well documented and broad in scope. In particular, DVP provides opportunities for collaborative learning (Buckingham, 2003; Burn, et al., 2001), it encourages creativity and self-expression (Reid, Burn, & Parker, 2002), deeper thinking (Swain, et al., 2003) and draws on students’ out-of-school interest (Parker, 2002). Notwithstanding the many potential benefits of DVP, its use in formal education as a learning methodology is still minimal. Access to technology and time constraints (Burden & Kuechel, 2004; Reid, Burn, & Parker, 2002) are reported as two of the main barriers to the widespread adoption of DVP as a teaching and learning tool. This paper presents an approach to DVP that attempts to overcome the previous disadvantages while still maintaining the learning benefits of the DVP process. In particular, we discuss a methodological approach designed by one of the authors. This utilises mobile telephones and other technology to bypass difficulties arising from access to technology and the traditional lengthy DVP process. The approach incorporates ‘unorthodox’ techniques borrowed from “improv” theatre as part of the creative process. Workshops run following our methodology aim to accomplish the production of a digital video (DV) from conception of idea to final production in approximately three hours. This is possible by taking advantage of the flexibility and portability of mobile phones that allow us to somehow parallelise the traditional sequential DVP process. This paper analyses elements of our approach through three case studies: Workshop A with adult learners on an MSc program in Technology and Learning; Workshop B with teenagers at an after school “Computer Clubhouse” activity run in the authors’ university; and Workshop 3 with groups of 10 teenagers from the shanty towns of Cape Town.
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