Visual Sociology: Transforming the classroom environment by applying project based and active learning

Abstract

This paper attempts to explain one way to implement visual sociology in a 3rd year seminar course through the usage of video production. Both Project based learning (PBL) and active learning techniques are used to support this course. The task at hand is specifically that the students create a short documentary over the year on a theme they have chosen. The benefit to the students is to understand what it is like to work on a long-term group project from beginning to end while observing how their work as an individual has or has not assisted in its completion. Working with a group challenges students to create their own identity within the tasks they are presented. During the course, students learn both qualitative and quantitative research techniques as well as how to record their online research findings. The choice to attempt such a class also presents several challenges for the teacher as well. Students are graded throughout the semester with a series of rubrics which are shared with them periodically during the project. While the specialty of the instructor is being taught, in this case, a variety of sociological frameworks applied to themes generated from international cooperation and intercultural communication are needed, the instructor must also have knowledge of video and audio production to assist the students when necessary in a timely fashion. This unique combination allows students to experience a class they feel a part of and can easily visualize their work at the end of the full year course. This paper does not infer a conclusion but rather hopes to start a discussion of the process.