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Working with film - Using video in teaching

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I gave this presentation at the 2013 EFMD.org conference in Düsseldorf, at WHU Beisheim School of Management. Aim of the presentation is to introduce new ways of thinking about the video medium in teaching and in blended learning. Working with existing film and also doing new films as a teaching method is considered.

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Working with film - Using video in teaching

  1. 1. Working with film – using video in teaching Joonas  ROKKA   jrk@neoma-­‐bs.fr   insidevideography.com   @jccnas   © Copyright NEOMA Business School. All rights reserved
  2. 2. My presentation 1.  Academics not used to video format 2.  Why use video – why not? 3.  How to use video in teaching –  Working with video in class –  Teachers doing videos –  Doing videos with students
  3. 3. Publishing research on video format Use  video  not  journals  to   disseminate  research   Financial  Times,  2  July,  2012   And  more:   h>p://insidevideography.com  
  4. 4. h>p://vimeo.com/32192229  
  5. 5. Most learning materials are textual…
  6. 6. Yet we live in the era of video… The dominant cultural form of the twentieth century is, and has been cinema, and now video (Denzin, 1995)
  7. 7. Production is cheaper, quicker, easier
  8. 8. 120 000 000 videos today 200 000 000 views per day 200 000 videos uploaded everyday 13 h of video uploaded every hour 600 years – time required to see all videos…
  9. 9. Why video – why not?
  10. 10. Why scholars resist the video? •  Heisley (2001): –  I can’t underline it –  My yellow highlighter doesn’t work on it –  I can’t write notes on it –  Too bulky (big files) –  I cannot access specific parts easily enough –  There is no peer-review –  It doesn’t get into journals
  11. 11. The visual is important •  Moving image allow us to go beyond talk and text about what people actually do to provide a more holistic account of their behavior –  Textual representations provide only a fraction of the whole picture –  F. ex. How do people use different media at home?
  12. 12. Benefits of video (vs. text) •  Is more emotional, resonant and commanding of attention •  Is in some sense more ‘authentic’ and ‘real’ •  Is able to record expressions and bodily presence and context rich environment •  Is multi-sensory (de  Valck,  Rokka  and  Hietanen  2009;  Spanjaard  and  Freeman  2007;  Schembri   and  Boyle  2013;  Smith  et  al.  2007;  Belk  and  Kozinets  2005;  Pink  2009,  2011)  
  13. 13. Benefits of video (vs. text) (2) •  Creates powerful encounters that force the viewer to think in new ways •  Like poetic expression, video expressions can create “revolutionary consciousness” in the viewer  (Isn’t this what business schools should do?) (Hietanen,  Rokka  and  Schouten  2013;  Schouten  and  Sherry  2002;   Bogue  2003)  
  14. 14. How to use video in practice?
  15. 15. Academic videography •  Refers to the entire methodology of the production of an expression via moving image, but it also the finished product of the videographic work – the “show” •  Has become a staple format in consumer research •  The Association for Consumer Research •  Film track since 2002 •  Several video special issues in peer-reviewed journals (e.g. Consumption Markets & Culture)
  16. 16. Videography •  Has become an important format also for commercial actors (consulting, market research agencies…)
  17. 17. (1) Using existing video resources
  18. 18. h>p://www.youtube.com/watch?v=adkPJhLPb1I  
  19. 19. h>p://vimeo.com/74710643  
  20. 20. (2) Doing your own videos •  Video production requirements –  New skills – filming, editing, narrating –  Equipment – 1-2 cameras, editing software –  Ideas –  Planning –  Access –  Budget
  21. 21. (3) Student film projects •  Making students work on projects on film –  Requires new ways of thinking, acting and communicating
  22. 22. (4) Master’s Thesis as a film h>ps://vimeo.com/73567050  
  23. 23. Conclusion: potential ways to go •  Bringing video into the syllabus –  Use existing video resources •  Producing your own films –  Requires some basic skills but is not impossible –  Reach and impact new audiences •  New ways to work in class –  Making students create projects on video
  24. 24. Thank you for your attention! Joonas  ROKKA   jrk@neoma-­‐bs.fr   insidevideography.com   @jccnas  
  25. 25. Some references: •  Hietanen, Joel; Rokka, Joonas & Schouten, John W. (2013) Commentary on Schembri and Boyle (2013): From representation towards expression in videographic consumer research. Journal of Business Research (forthcoming) •  Rokka, Joonas; Cléret, Babtiste & Sohier, Alice (2013) Entre-deux-mondes: Shaping of artistic projects in a local music scene. Advances in Consumer Research (forthcoming), http://vimeo.com/73513308 •  Hietanen, Joel (2012) Videography in Consumer Culture Theory, Phd dissertation •  Joel Hietanen; Joonas Rokka & Risto Roman (2011) ’Pushing the Scene’ – Emergence and Tensions in an Accelerated Marketplace Culture. Advances in Consumer Research, 39, http://vimeo.com/32192229 •  Rokka, Joonas; Joel Hietanen & Kristine De Valck (2010) ’Brothers in Paint’ – Practice-Oriented Inquiry into a Tribal Marketplace Culture, Advances in Consumer Research, 37, http://vimeo.com/36543163 •  De Valck, Kristine; Joonas Rokka & Joel Hietanen (2009) ”VIDEOGRAPY IN CONSUMER RESEARCH: VISIONS FOR A METHOD ON THE RISE”, Finanza marketing e produzione, 27 (4) •  Blog on Academic Videography: http://insidevideography.com/

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