Report: Talking Heads DVD – Dr. Barbara Mitra
1. Summary
It has been found that the use of digital video technology can increase
student motivation and can stimulate skills such as problem solving,
negotiation, critical thinking and reasoning (Hutchinson and Bryson 1997; Ellis
and Childs 1999). Having used film clips on general topics within my own
teaching, at my own expense, I began to think about making films on specific
topics in relation to modules. Hence, the talking heads DVD encompassed
two topics in a short DVD film. Firstly, Oral Histories as a research method
was investigated and then in a second section Independent Studies in Media
and Cultural Studies were analysed (called Research topics). It was hoped
that this DVD would engage students and motivate them to think about using
different research methods, as well as to stimulate discussion about the type
of independent topics students could do in Media and Cultural Studies.
2. Details of activities undertaken
Dr. Jill Terry and Sue Johnson were filmed answering a series of questions
enabling specific issues to be highlighted. Dr. Jill Terry raised various issues:
2.1 Dr. Terry described the kind of Independent Study topics students can do in
Media and Cultural Studies. This included beginning with an exploration of how
Media and Cultural Studies is defined at Worcester which included analysing a
range of media from a cultural studies perspective. Media was described as
anything from a piece of artwork, a CD or television programme to any way in
which new media operated. The cultural studies perspective was described as
interdisciplinary and ranging from historical and political perspectives to ones that
arise through race or gender theories. Hence, this section gave some clear
definitions regarding key terms.
2.2 Students often have preconceived ideas about research and methodology.
Hence, the kind of research methods that can be used were discussed. Dr.
Terry suggested that this depended on the actual topic and the kind of
investigation that the student wanted to conduct. The importance of
contextualising the study was raised. The fact that different approaches
could be taken to analyse the same topic was highlighted using the
comparison between blues and country music. This could include a close
analysis of the actual music or investigating audience response and
interviewing people. However, Dr. Terry highlighted the fact that the study
would need to be placed into its broad cultural context. Thus, the
contextualising of these studies is made explicit to students who may be
less inclined to place their studies into such a theoretical context.
2.3 In Media and Cultural Studies students often feel that they need to conduct
questionnaires which do not necessarily add value to their Independent
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Study. Dr. Terry noted that students should not conduct a questionnaire
unless they believed it could add something to their topic. She advised
students to investigate academic research and to look at the methods
previous studies have used because they are likely to have come up with
meaningful interpretations.
2.4 Another issue that students grapple with is that of presentation. Dr. Terry
was asked about how students should present their Independent Study.
Dr. Terry highlighted the fact that the literature review need not be labelled
separately. The study should contain a clear introduction which sets out
the parameters of the study, the kind of questions being asked and the
approaches the study could take. She noted that the secondary research
should be drawn on throughout the whole study and it should also form
part of the introduction to the study. A results section should only be
included if there was something to produce those results such as a
primary research methodology. However, this should still be
contextualised in theoretical reading and the bulk of the study needs to be
a discussion of the research undertaken by others. Hence, this section
also gave clear guidelines to students regarding their presentation of their
Independent Study.
2.5 The next section focused on specific methodologies. The issue of primary
research was highlighted. Dr. Terry noted that students may assimilate
secondary research that has already been conducted and did not need to
have primary texts. Primary research was defined as going out and
actively being a researcher which could involve audience research.
Primary texts included such things as actual television programmes such
as a song, a news report or advertisement. The example of Stuart Hall
and his book Representation was used to highlight how students could
investigate the way particular ethnic groups have been represented in the
media. It was suggested that students could look at other accounts e.g.
whether there has been a difference in the way black people have been
represented in sport over the past ten years. Students could have a look at
what other people have said about this including secondary texts and the
academic work of scholarship that already exists rather than conducting
primary research. Hence, students were given clear advice regarding how
they should conduct their Independent Study. The DVD copies made
meant that students had access to play this section again at various
stages of their own research.
2.6 In the past students in Media and Cultural Studies have tended to focus on
a narrow range of issues such as body image. Dr. Terry highlighted topics
that students do not tend to do. One particular area that was noted was
that of photography. A cultural studies perspective can be applied to
analyse photographs either as a primary text or they could look at the
scholarship on photographs. Questions that could be raised included what
has been said about various collections, how people were paid to take
specific photographs and the whole area of representation, how these
were produced, published and circulated. Students may also look at the
consumption of the photographs and reactions. This section was used to
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stimulate discussion around specific topics suitable for Media and Cultural
Studies.
2.7 Oral histories included a series of questions that focused on the actual
practice of using these as a research method. Sue Johnson was able to
give details regarding how to conduct oral histories including practical
advice such as how many oral histories a student would need for their
Independent Study.
2.8 Students were often unfamiliar with Oral Histories. Hence, Sue Johnson
was asked what was meant by Oral History. It was defined as a technique
for gathering evidence and that it is spoken history. Oral History was
described as a first hand recollection of unique history and lifestyles. She
also described oral testimony as reconstructing the past and as being
related to specific events or a history of that person’s life. When asked
about the advantages of using this research method, it was described as a
dynamic and interesting way of collecting material that enabled the
interviewer to find out reactions and feelings towards a specific event.
2.9 Details of how to collect oral histories were discussed. Students would
have to decide whether they wanted a few reminiscences to add another
dimension to their project or whether the oral histories will form a major
part of the project. The need to get a representative sample of people was
discussed and the difficulties in sometimes attaining such a sample.
Details of how many oral histories would be required was discussed along
with the fact that an entire project cannot be based on oral histories alone other source material must be used. Hence, students were given clear
guidelines about how to conduct oral histories.
2.10 Students were advised to have a good working knowledge of the topics
they had chosen. It was highlighted that the interviewee’s voice needed to
be heard. The interviewee needed to be encouraged to talk rather than
answering in short bursts. Ethical considerations were also highlighted
such as what the information is going to be used for and by whom. The
difficulties of somebody relying on their memory to answer questions was
raised. The fragility of memory was noted and the fact that it may be
tainted by press reports, by the media and hence memory may not be
reliable. This issue was related to other research methods and the film
was used in other modules where these issues were relevant.
2.11 The film enabled an expert in the field to give specific advice to
students. Hence, Sue Johnson noted that one should never contradict or
argue with the person being interviewed, even if they do not agree with
them or if they give a wrong fact. Students need to have patience and a
thorough knowledge of the topic in order to get the best out of the
interviewee.
2.12 The two topics were edited with questions so that students could
navigate their own way through the questions. Copies were also produced
for students and colleagues to navigate their own way through the various
questions. The DVD was used specifically in MECS2002, Research
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Methods in Media and Cultural Studies. Oral Histories was used to
provoke discussion about research methods. The section on Research
Topics will also be used with individual students conducting their
Independent Study.
3. Key findings/outcomes/products
Students have commented that they liked the use of films in lectures and
seminars and engaged in a variety of discussions. They commented that they
had not thought about using oral histories before seeing this DVD. It
reinforced topics covered in other lectures and seminars, specifically how to
conduct interviews and ethical considerations. Students noted that the
section on research topics was stimulating and engaging and that this formed
the basis of discussion regarding their own Independent Study. Indeed, this
will be used in supervision sessions with students conducting their
Independent Study and will be an invaluable tool. The ability to make such a
film on a specific topic at the required level of detail has also enhanced
student understanding and engaged students in learning. Colleagues in
different departments have also used the film for their own purposes e.g. at
the Learning and Teaching conference participants were inspired to make
their own films regarding Independent Studies.
4. Conclusions/recommendations
This was a successful project with a tangible outcome for students. It is hoped
that more films will be produced in order to reinforce and engage student
learning. It is envisaged that a film on referencing will be produced and placed
onto YouTube for students to access. Specific reference will be made to this
in first year modules as well as guiding students throughout their whole
degree course. It is also envisaged that a film on Baudrillard will be produced
for a third year module. Whilst this topic will also be covered in lectures and
seminars it will reinforce student learning in other modules. A more detailed
evaluation of the film as a learning and teaching tool should be conducted.
5. Implications for learning, teaching, assessment,
The film will contribute greatly to engaging students in topics they find difficult
to access as well as reinforcing learning. They will continue to be used to
provoke discussion about specific ideas and topics. Students can also use
the films to navigate their own way through learning depending on what they
want to analyse in further depth. Hence, the DVD will continue to impact on
teaching and learning for all students. Lecturers in other topic areas will also
continue to use the DVDs to enhance their teaching.
6. Contact details for further information
Room 115 Bredon, University of Worcester.
b.mitra@worc.ac.uk
7. Plans for external dissemination of the product
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7. 1 The DVD film has been distributed to the History Subject Centre in
Worcester.
Oral
Histories
has
been
placed
onto
YouTube
http://www.youtube.com/watch?v=nX1odZDA0gk
7. 2 The DVD film will be linked to Sue Johnson’s profile on the University
website. It is also linked to the research website for Dr. Barbara Mitra
http://www.barbaramitra.co.uk/broadcasts/broadcasts/
The
section
on
Research Topics will also be placed onto YouTube in due course.
7.3 Internal dissemination has included distribution of the DVD film to
colleagues in Humanities and the Creative Arts, as well as to other
departments. There are also links on Blackboard and copies will be placed in
the library.
8. Final statement of expenditure
Filming of interviews 17th & 18th October 2007 by Mark Adams, £200
Editing / Mastering / DVD creation, 2 master discs supplied on 9th November
2007 by Mark Adams, £250
Duplication of DVD x 50 by Aquila TV Ltd January 2008, £252.63
Total Spent: £702.63
9. References
Ellis, R. and Childs, M. (1999) ‘The Effectiveness of Video as a Learning Tool
in On-Line Multimedia Modules’ Journal of Educational Media Vol. 24(3)
pp.217-223.
Hutchinson, B. and Bryson, P. (1997) ‘Video Reflection and Transformation:
Action Research in Vocational education and training in a European context’
Educational Action Research Vol. 5 (2) pp. 283-303.
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