What’s outside the learning box? Resisting traditional forms of learning and assessment with the video essay: a dialogue between screen media & education

Abstract

ABSTRACT This article explores how the video essay can be part of a radical pedagogy in the arts and humanities. Written as a dialogue between a screen studies educationalist and a researcher in contemporary education theory, the article examines the different ways that the video essay can be argued to reframe and resist dominant forms of pedagogy. Drawing on small-scale empirical research with a cohort of third year undergraduates at Deakin University, each of the authors read the data through a specific lens: Sean looks to the ideas and themes of radical pedagogy; and Jo draws upon contemporary assessment research. While the article starts from their different positions, it comes together to recognise their shared belief in learning and assessment that thinks and creates outside the box.