Video Production in Science

Science Education : cooperative learning, cross curricular activities, research, project work and social awareness through video production in the science classroom.

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This course is in part technical training in basic skills for video production and in part classroom and project management oriented to bring video production into the science classroom. The underlying concept behind the training is the use of video production as a means for fostering cooperation and autonomy in the classroom, making the teacher less of a teacher and more of a leader and director. It is the introduction of video production in the science classroom as a means towards instilling interest in research in science and the acquisition of presentation skills on science subjects in the minds of the students.

Preparation before the course

Participants will first become of the SEEP network and they will be prepared for the SEEP mindset by sharing teaching ideas with other members of the network. This will set the networking environment in the social media spaces of SEEP that will continue during the days of the training and after the course.

The preparation will involve the participants in looking at how they use cooperative learning, inclusion, project work and research in their science class. It is from there that they will start looking at how they can integrate different approaches in teaching science. They will also start having input on the potential of the use of the video camera in the science class or in cross curricular activities using video in which science is made more attractive and fun.

Participants will also have the opportunity to have some preliminary exchange on the learning outcomes that they imagine could be generated in such learning environments.

During this preparation time the participants will be made aware of the essential part of the outcomes of the course being that of sharing skills and competences acquired during the course with colleagues and peers in their respective learning environments.

Objectives of the course

The course has three objectives :

– the acquisition of skills in combining approaches including collaborative learning, inclusion of different learning methods, research and project work in the science classroom by changing the dynamics around the video camera. This means that the course will impart skills in classroom management, sound lesson preparation, cooperation with other teachers and leadership.

– the acquisition of technical skills, competence and confidence with the use of the video camera in the classroom. This includes sound understanding of how the camera changes dynamics in the classroom, the leadership in video projects and the steps in video production that can be used as steps in project work in the science classroom.

– the acquisition of awareness of various learning styles and skills in the classroom and how these can be tapped in team work, cooperation and inclusion processes in the science classroom. It includes sharing this awareness with the students who, by learning about their individual inclinations and learning patterns they can find the best paths possible for a career in science.

The major objective of the course is to further the mission and philosophy of the SEEP network namely that opening the minds of teachers and students on alternative applications and careers in science and foresight. Although the course has specific objectives and is classroom based, it will generate a working environment that favours informal learning and networking. It will wherever possible provide practices that can be emulated in school and in class by the participants after the end of the course.


The course will mix three approaches that will in fact constitute the methodology of the learning experience :

– during the technical and practical sessions with the video camera and with the dynamics that turn the class into a video project environment the teachers will, with their new confidence with the camera and the requisites for a video project preparation and implementation, come out as strong leaders. The environment of working and leading the students through exciting science projects will help teachers gain the respect and admiration of their students who are in turn excited by this new dynamic in class. SEEP does in fact see the teacher as a mentor, leader and a person who inspires rather than just delivers a curriculum to bored students.

– the course will use what participants already know in different learning environments in the classroom and transfer them to the course. This approach has a triple benefit. It will help teachers reflect about cooperative learning, cross curricular and project based learning and the benefit of such approaches. The course will invite them to be aware of the roles and importance of different learning patterns and personalities that students use and have in a team, the skills that determine their role in the team. This reflection, together with input about learning patterns, personalities and inclinations of individual students will help teachers look at such learning environments as opportunities of paramount benefit potential for students to discover themselves and their skills.

– there will be a strong focus on classroom dynamics, cooperation in the school with other players including parents, school management and other teachers. This will build years of experience of the trainers both in the SEEP network and in the startup and maintenance of viable networks.

Follow up to the course

After the course the participants will share outcomes of the course in the SEEP video showcases that is public on the portal of VisMedNet and on social networks. They will be solicited to invite their respective colleagues to join the network.

Training Programme 

Day 1
0900 : Introduction of the works
0915 : Introducing SEEP network
0930 : Experience with exciting the standard curriculum
1000 : Introduction to the video camera
1030 : Break
1100 : Video project planning scheming and practical
1230 : Lunch
1400 : Video project planning : cross curricular activities
1500 : Practical cross curricular activity
1700 : End of day


Day 2
0900 : Review of Day 1
0915 : Experience with project based learning
0930 : Video project planning : project based learning
1030 : Break
1100 : Video project planning : project based learning and cooperation
1230 : Lunch
1400 : Input on roles in video production : basis for better cooperation
1500 : Practical project based learning learning
1700 : End of day


Day 3
0900 : Review of Day 2
0915 : Learning patterns and personalities : team building
1030 : Break
1100 : Learning patterns : roles in video production team
1130 : Practical : video production team building fun in class
1230 : Reflection : inclusion, cooperation, learning process
1300 : Lunch
1430 : Video production outing
1700 : End of Day


Day 4
0900 : Review of Day 3
0915 : Post production : tools
1030 : Sharing outputs : it is half the selling of video project to students
1100 : Break
1130 : Sharing video : embedding, streaming, social networks
1230 : Video outing and lunch
1630 : Post production and sharing video from video output : letting those back home know
1800 : End of day


Day 5
0900 : Review of Day 4
0915 : Community building with peers and students around video projects
1000 : Research culture in video based project based learning
1030 : Break
1100 : Practical : blending new approaches around video projects in the science class with detailed lesson planning, involving students in planning
1300 : Lunch
1430 : Post course follow up
1515 : Evaluation of course
1600 : Final activity : SEEP video testimonials
1700 : End of day and end of course