A Participatory Learning Approach to Teaching Organizational Video.

Autor/in	Gayle, Barbara
Titel	A Participatory Learning Approach to Teaching Organizational Video.
Quelle	(1990), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Case Studies; Class Activities; Higher Education; Learning Activities; Learning Processes; Organizational Communication; Speech Communication; Student Projects; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Learning process; Lernprozess; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teaching organizational video is best accomplished by integrating organizational communication theory, rhetorical theory, and video production planning in one course. Focus on the individual project is the most beneficial as a stand-alone segment and as a highlight of the planning process that may be part of a corporate communication employee's job. A case study was developed that gives students an opportunity to participate in an actual planning process for an organizational video much like that in an actual job situation. It is designed to include some of the organizational problems now being addressed by organizational videos. The organization within the study has multi-faceted problems, not all of which are communications problems, so that students will think about the limitations of the video as well as all the possibilities. After students complete a needs analysis plan and an audience analysis/profile, they set goals and objectives for their proposed video. Next, students decide on the format they want to use, describe their treatment of the format, and plan promotional materials that might accompany their video. Allowing students to participate actively in the learning process increases the likelihood of both retention and transference of course materials and empowers students with a sense of their own abilities. (Appendixes include the course syllabus and the organizational video case study. Thirty-nine references are attached.) (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC