Advertisement

The Learning Effectiveness of Cross-Discipline Collaboration Within a Media Production BA Project

  • Mik Parsons

Abstract

Does cross-course collaboration between BA Scriptwriting, BA Television, and BA Interactive Media Students, improve the learning experience when working on a group-based interactive story-telling project, and what are the implications for assessment of the work? This 2007 case study involved 148 Bournemouth University students in 18 production groups.

This paper considers the learning potential released by teaching to groups across different disciplines within media production. A single six week unit was delivered to eighteen groups of students, each group comprising a mix from BA Television Production, BA Interactive Media Production and BA Scriptwriting for Film and Television, all at level C. Each group of approximately nine students was required to create a DVD programme with an associated website. The paper considers the logistics of organising and delivering the programme and the ways in which staff and students related to the cross-discipline nature of the unit. It also considers the approaches taken to assess the students and their project work.

The investigation involved a mixture of questionnaires and interviews conducted after completion of the unit.

Keywords

Learn Effectiveness Student Opinion Reflective Essay Intended Learn Outcome Summer Project 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. GWAMP http://www.cemp.ac.uk/research/teaching/gwamp.htmlGoogle Scholar
  2. Stanford University project ‘Trails’. (2005). http://www.trails-project.org/Google Scholar
  3. Garland I., Teles L., Wang X., (1999). Fostering Creativity through Cross-Disciplinary Collaboration in an Online Dance Course. Conference on Computer Support for Collaborative Learning. (1999). Simon Fraser University.Google Scholar

Further Reading

  1. Downie, N., (2001), Assessing Group Work in Higher Education. Oxford Brookes UniversityGoogle Scholar
  2. Gibbs, G., (1995), Assessing Student Centred Courses. Oxford Centre for Saff Development.Google Scholar
  3. Mercier E., Booker A., Goldman S. (2005), Bringing Collaboration Front and Center in a Cross-disciplinary Design Course. Paper presented at ED-MEDIA 2005, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Montreal, Canada.Google Scholar
  4. Race, P., (2001) A Briefing on Self, Peer, and Group Assessment. LTSN Generic Centre.Google Scholar

Copyright information

© Vieweg+Teubner | GWV Fachverlage GmbH, Wiesbaden 2008

Authors and Affiliations

  • Mik Parsons
    • 1
  1. 1.UK

Personalised recommendations