TITLE: 

 

Digital Imaging In the Classroom:  Using Photo Essays In Interpersonal Communications

Presented at the Tennessee Communications Association Annual Meeting

Murfreesboro, TN

September 21, 2002

 

 

AUTHORS:  

 

Teresa Collard & Rodney Freed

The University of Tennessee at Martin

Department of Communications

 

 

OBJECTIVES:

 

1.  The students will synthesize (apply knowledge in a new and creative way) course materials using photo essays.

 

2.  The students will experience synergy through the cooperative learning process. 

 

3.  Students will use technology to better understand interpersonal concepts.

 

 

RATIONALE: 

 

The use of technology is an everyday activity in the lives of students and educators alike.  In as much as this is true, it necessitates that educators incorporate technology into classroom situations.

 

This presentation will explore the use of digital imaging technology as a tool for teaching elements of interpersonal communications.  Specifically this presentation will elaborate on an assignment wherein student groups in interpersonal communications use digital imaging in order to create photo essays based on various topics found in the course.  The assignment will develop critical thinking skills while encouraging cooperative learning and synergy.

 

The rationale for choosing a photo essay assignment to incorporate technology in the classroom evolved from the following quotation:  “To many photojournalists the photo story is the ultimate in photojournalism because it offers a chance to dig into a situation, develop a close rapport with the subjects, and display the result in the best possible manner (Lewis, G., 1995, p. 194).”  In this case, the pictures used in the photo essay are more than just mere objectifications; rather the combined photo essay reveals a narrative about a concept, in this case interpersonal communication.

 

Critical thinking, cooperative learning, and synergy are necessary skills for students entering the workforce.  This assignment enables students to enhance their abilities through practical application.  Group projects aid in strengthening weak students and allow students to use their skills to teach one another.  Groups also promote synergistic experiences by enhancing the process for successful workplace integration. 

 

“Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information from or generated by observation, experience, reflection, reasoning, or communicating, as a guide to belief and action (Foundation for Critical Thinking).”  The photo essay assignment captures the essence of critical thinking in that it requires the students to use knowledge of interpersonal communication to create a unique understanding of the concept under investigation.

 

Cooperative learning is a vital tool in preparing students for today’s workplace.

 

The theory of cooperative learning is that when small groups of students of mixed backgrounds and capabilities work together toward a common goal members of the group increase their friendship and respect for one another.  As a consequence each individual’s self-esteem is enhanced, students are more motivated to participate in higher order thinking, and academic achievement is accomplished (Kellough, R.D.& Kellough, 2003, p. 265).

 

Students will gain a better understanding of one another, as well as the concepts being taught in the photo essay.  This is also a good introductory activity for initiating group synergy.

 

Synergy as defined by Stephen Covey

 

means that the whole is greater than the sum of the parts.  It means that the relationship which the parts have to each other is a part in and of itself.  It is not only a part, but the most catalytic, the most empowering, the most unifying, and exciting part (1989, pgs. 262-263).

 

The purpose of this assignment is to create a dynamic interaction between students, technology, and the learning process.  The photo essays allow students the opportunity to work together to create a final product greater than what each could accomplish individually.

 

 

EQUIPMENT:

 

We have seen over the past few years the increase in the use of technology in everyday environments.   As technology become more affordable and user friendly, the gap between users and non-users has diminished greatly.  This project uses affordable digital cameras which are readily available and now quite common among students.  For instance, in a class of twenty-two students five of them had digital cameras and were proficient in using both the camera and computer software to manipulate the images.

           

The basic requirements for this assignment are to have access to one digital camera.  The students must be able to checkout a camera for a 50-miniute time period.  Also, students must have a basic understanding of retrieving the images from the camera and saving them on a computer.

As an alternative to a digital camera, one could also use a video camera for this project or a traditional film camera.  If the video option is chosen the students would need to be able to edit the videotape and add graphics to each scene.  If the traditional film camera option is selected, the students must have access to a scanner and image editing program.

 

 

PROCEDURE:

 

The following are the guidelines for the photo essay assignment:

 

1.  Break students into groups of four or five students.

 

2.  Determine how many students have their own digital camera.  It is not necessary that they have one; however, it does speed up the process a bit.   As the instructor, you will need to have at least one camera to checkout to groups for 50 minutes time slots.

 

3.  Inform students that they will be creating a photo essay of a particular topic-most any topic will work.  For this particular assignment, students were first taught the definition of and rules for interpersonal communication from the course text.  Then they were told to create a photo essay of interpersonal communication based on their understanding of the definitions and rules.

 

4.  A limit of eight to ten photos was established as the length of the essay.

 

5.  Students were to create photo captions and labels for each shot.  They were to save     their photos on a 3 1/4 disk or a CD-ROM. 

 

6.  Allow students one class period to plan their essays and ideally one class period to    shoot the photos for the project. 

 

7.  After the students have created their essays, they will present their photo essays to          their classmates.

 

 

PROJECT DURATION: 

 

The project will require approximately two or three class periods.  It can be completed in two if students check out the equipment and shoot the essays outside of class time.

 

 

STUDENT ASSIGNMENT SHEET:

 

The group will create a photo essay which illustrates the definition and/or rules of interpersonal communication as based on text and lecture materials (see below).  The essay should incorporate eight to ten photos.  These photos should demonstrate the various aspects of interpersonal communication.  Each photo should have a caption and label.  The group may use the camera provided by the instructor or one owned by a group member.  The photos should be saved on a 3 1/2 floppy disk or CD-ROM.  Groups will present the photo essays to the class explaining the content and meaning of each photo.

Definition:

 

“Interpersonal communication is a selective, systemic, unique, and ongoing process of interaction between people who reflect and build personal knowledge of one another and create shared meanings (Wood, 2002, p.28)”

 

Rules: 

We cannot not communicate.

Communication is irreversible.

Interpersonal communication involves ethical choices.

Meanings are constructed in interpersonal communication. 

Metacommunication affects meaning.

Interpersonal communication is not a panacea.

Interpersonal communication effective can be learned.

 

(The above is taken from Wood pages 35-43.)

 

 

DEBRIEFING:

 

After students present their photo essays, the floor is open for questions and answers regarding the individual projects.  After all presentations are made, the instructor leads the students through a series of questions regarding the differences and similarities among the images and essays as based on the definition/rules.  This debriefing allows students to discuss difficulties and challenges faced in the process of capturing interpersonal communication in a photo essay.  One final step in the debriefing process is that the instructor assigns a journal entry on the process of creating the photo essay and the group dynamics within the process. 

 

 

STUDENT REACTIONS:

 

Students respond favorably to this assignment.  They say that it is a good assignment because it is both fun and educational.  They also like it because it is a good way to bring everyone together for the first time in the group.  They all felt that they brought different strengths to the assignment--some brought creativity, others brought organization, and still others brought technical expertise.   They strongly encourage keeping this assignment for future years. 

 

 

ASSESSMENT:

 

The beauty of the photo essay is that it serves as an assessment of how students are understanding the concepts relating to interpersonal communication.  Students are not taught to feed back a memorized version of the text/lecture; rather, students are encouraged to critically think about and synthesize the information.  Ultimately, they create their own synergistic understanding of the information.