Neri Torres

Images, interaction and integration seem to be an interesting and effective trio, which combined
strategically provide a myriad of opportunities to address teaching and learning in unorthodox
environments or circumstances.
Because of its sensorial impact, this rich media platform allows to include diverse types of
learners and learning opportunities. In addition, it seems to be practically a necessity to turn a
populations habit such as watching movies, TV or been on the computer into an educational
resource that promotes active learning. Hence Khans enthusiastic goal of globalizing the
education transforming the world in an enormous classroom of an international and ubiquitous
community of students and teachers.
Also characteristic of being "an emotional resonance for the senses" connects this method almost
immediately to the arts. Current choreographic trends utilize film as a blended medium that uses
a space other than the traditional stage. For that reason I believe this style has placed dancers
ahead of the game when I comes to the application of technology in the educational process.
Only last semester I had my dancers creating their pieces for film and then exhibit them on stage.
It was an interest process they certainly enjoyed.
Moreover, videos help relive, collect and disseminate past performances from master artists to
popular traditions that would otherwise be lost or inaccessible because of geography distance,
lack of economic means to pay for the tickets or simply because they are historical testaments.
What is left to do to the facilitator is to engage the mind of the learners in a critical reflection of
those pieces of art.
In regard to the "Top Ten" list of applications of video suggested by Bijnens et al., I realized that
this semester I assigned my students to film their piece for both self-evaluation and feedback
purposes,. I discovered through the readings that the correct terminology is reflective video selfmodeling as well as creating their own video to build their portfolio. However, in class I have
referred them to some video simulations to analyze and evidently archive video material. Some
other options I would apply as discretion depending on the need of the class and training
scenarios.

Bennett and Maniar and McGarr point out that it must be taken into account that despite its
usefulness, videos in most cases do not replace the benefits of having students answering
questions as a more practical tool to support analytical development and lifelong learning
experience. I would recommend to add quizzes , engage in interactive and interpersonal
activities post video or have the students re-produce the video scenario from their perspective or
assign questions related to the video they would have to respond to in class (flipped classroom
model).