Exploring the continuing effects of COVID-19 on tertiary screen production education in Australia

Dooley, K; Aquilia, P; Berry, M; Frankham, B; Hart, P; Verdon, J

Exploring the continuing effects of COVID-19 on tertiary screen production education in Australia

Dooley, K Aquilia, P Berry, M Frankham, B

Hart, P Verdon, J

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Publisher:: Taylor & Francis
Publication Type:: Journal Article
Citation:: Media Practice and Education, 2024, ahead-of-print, (ahead-of-print), pp. 1-18
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Dooley, K
dc.contributor.author	Aquilia, P
dc.contributor.author	Berry, M
dc.contributor.author	Frankham, B https://orcid.org/0000-0002-7923-0364
dc.contributor.author	Hart, P
dc.contributor.author	Verdon, J
dc.date.accessioned	2024-10-23T05:26:25Z
dc.date.available	2024-10-23T05:26:25Z
dc.date.issued	2024-01-01
dc.identifier.citation	Media Practice and Education, 2024, ahead-of-print, (ahead-of-print), pp. 1-18
dc.identifier.issn	2574-1136
dc.identifier.issn	2574-1144
dc.identifier.uri	http://hdl.handle.net/10453/181557
dc.description.abstract	This article considers how the COVID-19 pandemic impacted tertiary-level screen production education in Australia. Six university educators across four Australian states present a series of critical thematic reflections, interrogating their lived experiences of teaching screen production courses during periods impacted by COVID-19 lockdowns and social distancing requirements. The analysis reveals the pandemic amplified areas like concept development and fundamental production skills using mobile devices, while more advanced technical skills and student collaboration suffered due to remote learning conditions. Managing health risks through COVID-safe protocols became a major priority. Student storytelling shifted towards shorter individual projects exploring themes of isolation, though some collectives producing anthology series also emerged. While some pandemic-driven changes like online meetings have persisted, the authors identify an ongoing need to foster students’ interpersonal skills and technical proficiency developed through collaborative, hands-on learning experiences. The diverse reflections highlight common challenges but also differences across states based on varying COVID-19 conditions and restrictions. Overall, the authors argue for balanced, responsive approaches going forward to equip graduates with frameworks to navigate screen industry shifts alongside changing student expectations around delivery modes.
dc.language	en
dc.publisher	Taylor & Francis
dc.relation.ispartof	Media Practice and Education
dc.relation.isbasedon	10.1080/25741136.2024.2358269
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Exploring the continuing effects of COVID-19 on tertiary screen production education in Australia
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2024-10-23T05:26:24Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

This article considers how the COVID-19 pandemic impacted tertiary-level screen production education in Australia. Six university educators across four Australian states present a series of critical thematic reflections, interrogating their lived experiences of teaching screen production courses during periods impacted by COVID-19 lockdowns and social distancing requirements. The analysis reveals the pandemic amplified areas like concept development and fundamental production skills using mobile devices, while more advanced technical skills and student collaboration suffered due to remote learning conditions. Managing health risks through COVID-safe protocols became a major priority. Student storytelling shifted towards shorter individual projects exploring themes of isolation, though some collectives producing anthology series also emerged. While some pandemic-driven changes like online meetings have persisted, the authors identify an ongoing need to foster students’ interpersonal skills and technical proficiency developed through collaborative, hands-on learning experiences. The diverse reflections highlight common challenges but also differences across states based on varying COVID-19 conditions and restrictions. Overall, the authors argue for balanced, responsive approaches going forward to equip graduates with frameworks to navigate screen industry shifts alongside changing student expectations around delivery modes.

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http://hdl.handle.net/10453/181557