Framing representation: surfacing the politics of seeing and being seen in video used within tertiary education learning and teaching practices

Educators must have a heightened awareness of the complex socio-cultural relationship between students/institutions including how visual narratives present in video can influence students’ identity construction and knowledge acquisition. This is based on how learners derive meaning from the aesthetics, imagery, narrative and presentation of content. In tertiary learning environments, video becomes a powerful enabler of access and engagement, but many educators first need to challenge their personal assumptions and beliefs about the place of video in learning. In the sense that personal beliefs impact the very choice to use video, the prevalence of video also affords an opportunity to interrogate underlying educator beliefs about the discourses of representation, knowledge and power present in these forms. Unless educators utilising video are given opportunities to gain insight into the systemic factors that influence learners, they may perpetuate limiting beliefs and privilege dominant cultural constructs. This presentation provides insight into the curriculum design of a staff development program on the design and creation of video content for learning and teaching purposes. The program surfaces how visual representation impacts learner attitudes and the importance of framing, representation and visual narrative construction in learning and teaching resources