Using Videos/Movies in the Classroom Setting

VIDEOS/MOVIES (Benefits of Use)

Create a common experience more quickly and more powerfully than can words
Add variety to the classroom or committee experience
Bring in added expertise to the classroom or committee
Create diversity and a range of experience for a population that may never obtain that experience in the course of their lives
Provide training, discussion focus, and information
Capitalize upon a format of information transmission familiar to and sought out by youth and our society
Connect ethical dilemmas/issues more easily to students? or participants? personal lives or personal experiences, or emotions
Show/Model how real people rely on or use ethical thinking or reflection

WAYS TO USE

Combine or pair videos/movies with those sharing the same perspective or offering a different perspective on the same topic
Combine or pair videos/movies on different but related issues
Combine or pair educational videos with popular movies
Use videos/movies in combination with other resources (newspaper articles, court decisions, radio shows, novels, biographies, articles, television shows, non-fiction, soap operas, talk shows) to flesh out the "rest of the story" or to transmit information on topics raised in the video or movie
Repeat videos/movies to test or check for a change in reaction or knowledge over time

PROBLEMS

Outdated technology ? even though the ethical issues discussed remain relevant, the medical technology demonstrated or discussed is quickly outdated (especially problematic with medical audiences or medical students or medical issues)
Talking Heads ? although the information conveyed may be substantive, audiences (especially students!) tend to lose interest when a video offers mainly talk (interviews or expert commentary) and little action
Controversial Issues or Pictures (parental, student, school, community objections)

Laura Bishop, Kennedy Institute of Ethics, 2000; revised February 2005