Panel: Do you even need to go to film school? Conclusions! (Part 5) #elearner #Pi8 #PTW15 #onlineeducation

And finally that dreaded question all tech-savvy self-guided learners are asking with the emergence of online education:

Will film school become obsolete as all the skills and tools are available for free or low cost online?

Here are some highlights:

  • There will always be people who need the structure of a film school; they will need the guidance of an instructor.
  • Film schools teach within the parameters of the skill. If you go to light a scene and you don’t have the 6 ton truck of lights, you still need to know how to light the scene.  Through school you learn there are many ways to skin a cat.  It is about learning to understand where and when you are in the situation. A film school education can lead you to this understanding.
  • eLearning offers the place where theory and concept are delivered at your own time and at your own pace and the classroom and the field will be used for doing and making and getting teacher and peer feedback.
  • The eLearning massive open online class and highly populated communities are great for the mere numbers. In a class of 20 you may have 3 or 4 highly motivated students, but out of ten thousand students, 2000 are superstars. You are more likely to build a network with many more highly motivated filmmakers. Instead of spending a year trying to figure out an answer, you can just ask someone you met online that knows the answer.
  • Every lesson you can think of is online. At first as a teacher, I was worried that they don’t need me anymore.

I realized that people don’t  necessarily know what that thing is that they need to know right now.  They know there are 10,000 things they can go learn how to do. Without someone experienced seeing what they are doing right now and saying this is your next step. I’ve been there before.

  • Film schools offer that mentor or curator role to professionally guide a student’s education.
  • Online education will not do away with traditional educators, but it should free them up. The role will change.  They must know who the students are and know where they are in their knowledge and experience, so they can work as a guide and give the students a little nudge to move beyond each individual’s developmental level.

Conclusion

Yes, there is still a need for film school, both artsy and technical. It also seems very clear there is huge value in these traditional institutions embracing and helping cultivate online learning resources to work as supplemental education, so the students have a complete education. They should additionally move towards the flipped classroom model so students can use the time in the classroom for primarily doing and making, and teachers can become guides, curators, and mentors.

Advertisements

Will Online Education Transform Filmmaking? Open Question Session (Part 4) #elearner #Pi8 #PTW15

Considering the unique technical needs of filmmakers, how can educational technology be utilized on location to offer more of a mentor and apprentice dynamic?

 

From the discussion, these are resources available that offer some of these benefits

What may one day be possible:

Even though the serious film student puts time into the classroom and they are self-taught using the latest online film education, the student may need real-time resources that offer mentoring from experts when the young filmmaker reaches an impasse on location as they are shooting a film.

Imagine a subscription service for film and video production mentoring by industry leading professionals that can be accessed anywhere and anytime through an IOS or Android app using text or video chat.

Will Online Education Transform Filmmaking? Brittany Rafalak (Part 3) #elearner #Pi8 #PTW15

Brittany Rafalak addresses the question–from your experience using online education to learn about filmmaking, what has been helpful and what education technology has really missed the mark?

 

Highlights:

On the positive side, working adults can do complete or partial online program and continue to work and provide for themselves and their family while finishing a degree.  Fully online programs allow students who are half-way across the world to get a degree from a program without having to relocate. They can get a degree from a prestigious university without having to move to the city.

On the downside, students of partial or fully online programs do not have the same in person connection with their peers. Second, faculty are not always easily available, and they may rarely respond to emails.

Another benefit is it is easier for everyone’s voice to be heard in the discussion groups on an online platform like Blackboard and Canvas. The teacher will ask a question related to reading of another media and students will have to answer the question in the discussion group and peer review two other people’s comments.

Brittany agree that the film business is often not taught at film schools. She gives an example of some popular misconceptions.

People say if you use 15 seconds of a song it is not illegal, but it is.

The moderator makes the point of how Massive Open Online Courses or MOOCs are having a very hard time getting students to complete courses,

Between 3-6% of people who enroll complete the courses. Can you Imagine running a class, a live class at a university where 3% finish.

Possible Conclusions: The accountability piece is one of the biggest challenges and this issue really separates the hybrid or mixed eLearning film school classes that are tied to a college degree from the Massive Open Online Classes (MOOC),  asynchronous courses that are completely self-guided, and the students has no clear consequence or reward.

At this point, the most proactive, hungry film students are finding additional education from websites, blogs, and online courses. These are the most likely students to find, sign up for and complete these asynchronous online courses.

Asynchronous film courses will be established only when the mainstream film school buy-in and adopt MOOCs and other independent online education as valuable resources that complement and supplement what the schools are not covering in the classroom.

Brittany Rafalak is a filmmaker and a graduate student in the Media Studies Graduate Program at The New School. More than half of her course work was online and she served as the Teaching Assistant for online courses. Brittany recently finished a short film, Consumption, which premiered in March 2015 and was accompanied by a live, improvised musical score.

Part 4 will be published soon!  Open discussion questions.