Abstract
Evidence has shown that students have greatly increased their consumption of digital video, principally through video sharing sites. In parallel, students’ participation in video sharing and creation has also risen. As educators, we need to question how this can be effectively translated into a positive learning experience for students, whilst examining how willing students actually are to critically engage with digital video and analysing how best to hone their digital literacy skills. Firstly, this article presents a cross-cultural analysis of Irish and Indian students’ perception of themselves as creators of digital video and examines their readiness to produce such videos as part of third level curricula. Secondly, it attempts to quantify the expose of both student cohorts to video sharing and creation. Thirdly, it analyses student perceptions of what challenges they face as they move from consumers to creators of digital video. Results indicate that whilst students are willing to adopt digital video for academic tasks, this article will analyse what supports and considerations need to be put in place in order for its successful integration in curricula.
References
Alexander, B. (2008). Web 2.0 and emergent multiliteracies. Theory Into Practice, 47(2), 150–160.
Beilke, J. R., & Stuve, M. (2004). A teacher’s use of digital video with urban middle school students: Expanding definitions of representational literacy. The Teacher Educator, 39(3), 157–169.
Bruner, J. P. (1967). On knowing: Essays for the left hand. Cambridge, MA: Harvard University Press.
Crow, S., & Ondrusek, A. (2002). Video as a format in health information. Medical Reference Services Quarterly, 21(3), 21–34.
Dewey, J. (1938). Experience and Education. New York: Macmillan.
Donnelly, D., McGarr, M., & O’Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computer and Education, 57, 1469–1483.
Frydenberg, M. (2008). Principles and pedagogy: the two Ps of podcasting in the information technology classroom. Information Systems Education Journal, 6(6).
Holland, C., Judge, M., & Cmeciu, C. (2013). Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education. In B. Pâtrut & M. Pâtrut (Eds.), Social Media and the New Academic Environment: Pedagogical Challenges (pp. 1–25). USA: Information Science Reference.
Internet and Mobile Association of India (IMAI). (2011). Report on Internet in India (I-Cube). http://www.iamai.in/Upload/Research/11720111091101/icube_3nov11_56.pdf. Accessed 22 April 2013.
Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13(3), 233–250.
Kaufman, P. B., & Mohan, J. (2009). Video Use and Higher Education: Options for the Future. New York: New York University.
Kearney, M., & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Educational Technology, 22(2), 189–208.
Lee, M. J. W., Chan, A., & McLoughlin, C. (2006). Students as Producers: Second Year Students’ Experiences as Podcasters of Content for First Year Undergraduates. Proceedings of the 7th Conference on Information Technology Based Higher Education and Training (ITHET 2006). Sydney: University of Technology, Sydney.
Littlejohn, A., Beetham, H., & McGill, L. (2012). Learning at the digital frontier: A review of digital literacies in theory and practice. Journal of Computer Assisted Learning, 28(6), 547–556.
Loftus, M., Springer, O., & Fowley, C. (2012). Repurposing the smartphone in the classroom: Practitioners’ perspectives on integrating student-produced digital film in language learning. In The Digital Learning Revolution in Ireland: Case Studies from the National Learning Resources Service (pp. 249–260). Newcastle: Cambridge Scholars Publishing.
Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophical and practical guide. London: RoutledgeFalmer.
Miller, D. B. (2006). Podcasting at the University of Connecticut: Enhancing the Educational Experience. Campus Technology. http://campustechnology.com/articles/2006/10/podcasting-at-the-university-of-connecticut-enhancing-the-educational-experience.aspx. Accessed 22 April 2013.
Papastergiou, M. (2010). Physical education and sport science undergraduate students as multimedia and web developers: Moving from the user’s to the creator’s perspective. Education and Information Technologies, 16(3), 281–299.
Prensky, M. (2008). Students as designers and creators of educational computer games: Who else? British Journal of Educational Technology, 39(6), 1004–1019. Blackwell Publishing.
Sharma, S. (2012). Samsung maintains lead in fast growing smarphone category. The Times of India. http://articles.timesofindia.indiatimes.com/2012-10-28/telecom/34780043_1_smartphone-segment-total-mobile-handset-shipments-smartphone-sales. Accessed 29/05/2013.
Smith, D. S., & Caruso, J. B. (2010). The ECAR Study of Undergraduate Students and Information Technology, 2010. Colorado: Educause.
Sykes, J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25(3), 528–546.
Tiernan, P., & Gurrin, C. (2012). Towards Developing a Collaborative Video Platform for Learning. Proceedings of the Ireland International Conference on Education (IICE 2012), (pp. 277–281), Dublin, Ireland, Apr 16–18.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Mass: Harvard University Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Loftus, M., Tiernan, P. & Cherian, S. Students’ readiness to move from consumers to producers of digital video content: A cross-cultural analysis of Irish and Indian Students. Educ Inf Technol 19, 569–582 (2014). https://doi.org/10.1007/s10639-013-9286-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-013-9286-4