Outside the Frame: Using 360 Video in an Online Photography Course
Often with new buzz-worthy technologies, like 360 video and virtual reality, the focus is on “making” - that is, using the technology for the sake of the technology. In this session, I’d like to explore the use of emergent technologies in “teaching” - how we can thoughtfully deploy new technologies in ways that transform pedagogy and enable us to create learning experiences that weren’t possible before. This session explores the theme of “making teaching,” then, in its discussion of how we design learning experiences that use technologies in ways that enhance the learning experience.
In the session, we’ll discuss a case study of the use of 360 video in an online photography course, which will serve as the starting point for a brainstorming session to consider possible applications of emergent technologies such as 360 video and virtual reality in arts and design pedagogy. Participants will walk away with a set of pitfalls to be mindful of, concrete applications of such technologies in their own work, and some tips on tools and best practices.
In education technology, it can be a challenge to sift through the buzz and enthusiasm for new technologies to mine for useful applications that enable us to create learning experiences that are transformed by the new tools. In this session, we’ll explore a case study of the use of 360 video in an online photography course, which will serve as a catalyst for discussion of challenges and opportunities to using emergent technologies in arts and design pedagogy.
In the Spring of 2017, we created 360 videos for an online course in forensic photography. In a lesson on crime scene photography, our learning goal was to demonstrate the methods of documenting a crime scene. Learners needed to understand not only what to include in the frame, but also to get a sense of what is excluded from the shot. 360 video proved to be a solution to address this learning goal. Shooting the 360 video in our crime scene cottage, we were able to capture the instructor shooting photographs throughout the scene, talking through the methods being employed, and then overlay the still shots in the 360 video so students can compare the whole crime scene to the final shots.
We’ll review the process for creating the videos, recommendations for students to interact with the videos, and student feedback on the format in their course.
We’ll use the case study as a starting point to discuss the challenges and opportunities to using new technologies, thoughtful ways to deploy new technologies, and brainstorm possible applications of 360 video and virtual reality in arts and design pedagogy.