The video diary as reflection: Engaging selfie culture in the curriculum to develop innovative learning and digital media skills

Abstract

This mini-workshop introduces how the video reflection is a powerful teaching and learning tool. Reflection is commonly used in the classroom to encourage students to articulate what and how they have learned (Rose, et al. 2016). Traditionally, students complete these reflections through writing. Written reflections benefit students as a generative process to create meaning for future writing, and as a way to develop authority and expertise (Yancey 1998). The video reflection innovates this traditional written exercise by utilizing digital technologies and having students critically engage with digital practices, while allowing an alternate form of articulation to broaden students’ abilities to communicate effectively. They can be made by students with little or no background in mediamaking, and they transform current student social media practice into pedagogical praxis.

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