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When students know their work has public attention, from their peers and school and the wider community, it changes the nature of how and what they learn.  It inspires and engages students and the learning is more valued.


Meta Learning

My particular favourite. When students can see themselves working, they learn about their own learning and the learning process.


Creating an Experience

Video creates an experience of a lesson or activity. These learning activities are a lot more immersive and fun, as well as more appealing and engaging. That's what makes everything worthwhile.


Video Learning

Videos produced by one class can be used for current and future classes to jump-start a lesson.


Improving Speaking

Use video to improve speaking and performance skills.



A topic can be re-introduced and revised visually; students respond well to watching themselves doing the original activity.



A group of people looking at a computer



A person standing in front of a birthday cake


Procedural Writing

Videos can be used as a stimulus for procedural writing, motivation is increased when the students themselves are involved.



Videos can be used as a planning stimulus to improve future activities.


Analyze and Refine

Videos can be used to identify problems and rectify them. For both teachers and students.




Students aren’t just consumers of videos—they’re producers as well.

Once students are familiar with the process of film making, class activities can be filmed using 2 students whose job it is to film an activity and edit it. These students become class documenters. All students can rotate through this role.


The 'idea' of film making is the hook that kids love!





  • To learn how to make a movie, you have to grasp the language, grammar and syntax of sound and motion.
  • To invent a story, your group must brainstorm, problem solve, test, draft, negotiate, compromise, agree, and draft again and again. A story worth producing needs to be written.
  • Preproduction - the movie is planned. Props and costumes are made or acquired. Locations are selected.
  • Production - video footage is shot.
  • Post-production - requiring editing, title credits, music and sound effects.
  • To understand this requires math, perception, color, composition, volume, pacing, voice acting, tech and about 42 other things.
  • It’s risky. It may not work. Welcome to life.


Making a movie is hard work, will the kids be happy to work hard?







1.    Learning videos are often summative assignments that students create to demonstrate their learning.

2.    Response videos: Video in response to a question or prompt.

3.    Students produce a videos: A Video about a story they have written.

4.    Reflection videos: Video reflections about the learning process.

5.    Documentary videos: Students create a documentary about an event.

6.    Tutorial videos: Students make tutorials about things they know, to teach other students, like how to
        code robotics projects and how to create a maker project.

7.     Capturing a moment in time. Karl Lagerfeld Quote: “What I like about photographs is that they capture
        a moment that's gone forever, impossible to reproduce.”


Video provides a better, more immersive and meaningful learning experience for students. And the results pay off immensely!





Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic indeed engaging and insightful but adds that it also enables students to acquire a range of transferable skills in addition to film making itself. These include research skills, collaborative working, problem solving, technology, and organisational skills. (Bijnens, N.D.)


Willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centred learning activities through:


  • increased student motivation
  • enhanced learning experience
  • higher marks
  • development potential for deeper learning of the subject development potential for deeper learning of the subject development potential for deeper learning of the subject
  • development of learner autonomy
  • enhanced team working and communication skills
  • a source of evidence relating to skills for interviews
  •  learning resources for future cohorts to use
  • opportunities for staff development


Authentic learning opportunities

The work of Kearney and colleagues show the benefits of using video to produce authentic learning opportunities for students (Kearney and Campbell 2010; Kearney and Schuck, 2006), and how ‘ivideos’ encourage academic rigor from an advocacy, research based perspective.



Making Movies and the Language of Film

Visual Literacy - The ability to decode, interpret, create, question, challenge and evaluate visual images, and multi-media.

Imaginairing - We need to arm kids with the skills to be imaginative, creative and innovative, so they can tackle the world of the future.

Videos about Creativity Particularly John Cleese on this page.


Allam, C. (2006) in Bijnens, M., Vanbuel, M., Verstegen, S., Young C., Handbook on Digital Video and Audio in Education, Creating and using audio and video material for educational purposes, The Videoaktiv Project.


The Dial-e framework Digital Artefacts for Learner Engagement was developed to support the pedagogically effective use of a range of digital content.


‘Grassroots Video’ is a chapter in the 2008 edition of The Horizon Report and covers the explosion of publicly created video content on the Internet.


Benefits for Teacher Using Video in the Classroom


Student Created Videos in the Classroom Edutopia


MIT+K12 Videos

MIT News  2012 MIT launches student-produced educational video initiative

Original short videos, in collaboration with Khan Academy, aim to fuel K-12 students’ interest in engineering and science.


Research estimates that 90% of information transmitted to the brain is visual, and they’re processed 60,000 times faster in the brain than text


© Cathy Brown 1998 - 2020