Intensive mode screen production

an Australian case study in designing university learning and teaching to mirror 'real-world' creative production processes

Research output: Contribution to journalArticle

Abstract

Since 2014 an experiment in the delivery of ‘intensive’ mode and ‘blended’ learning and teaching in screen production has been conducted at an Australian university. It was designed to investigate if a teaching situation that more closely approximates the intensity and urgency of ‘real-world’ screen-production was achievable and/or desirable in a university context more accustomed to a weekly tutorial and workshop model. Implications of this restructured ‘intensive’ teaching model on the student experience, and staff research-time are discussed in this paper. Five years after first being implemented, the project recently won a national teaching award and has been considered a pedagogical success. This paper also considers some limits to this success within the university context.
Original languageEnglish
Pages (from-to)18-31
Number of pages14
JournalMedia Practice and Education
Volume21
Issue number1
Early online date25 Jul 2019
DOIs
Publication statusPublished - 2020

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Keywords

  • screen production pedagogy
  • intensive-mode teaching
  • blended learning
  • filmmaking

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