Learning through Video Essays: A Screening & Discussion on Using Video as a Student Learning Tool


Tuesday, May 7, 2019, 11:30am to 3:00pm


Room 436, Wexner Building, Fourth Floor, Harvard Kennedy School

Over the past academic year, four students worked closely with Harvard Kennedy School’s Jorrit de Jong and Ash Center’s Cecily Tyler to pilot a unique course offering and explore the video essay as an integrative teaching tool in field-based and design-oriented classes. Join us for the premiere of four video essays, the culmination of the student and teaching team’s yearlong effort. The screening will be followed by a discussion about how video and other multimedia can be an integral part of coursework.

Videos screened at the event are now available to view

View the supplementary presentation for this video here

Please find the supplemental deck and video created by Eamon O’Connor, which became part of a larger dual degree project, between the Harvard Graduate School of Design and Harvard Kennedy School, online here 

View the supplementary presentation for this video here

View the supplementary presentation for this video here

About the Course

Jorrit de Jong, Harvard Kennedy School Faculty, and Cecily Tyler, Ash Center Fellow, have seen an increase in demand for the use of video and other multimedia approaches to teaching and learning, but noticed a disconnect between the multimedia rich world students live in and the textbook based world they learn in.

This year, four HKS students participated in “Individual Reading and Research Video Essay” independent studies wherein each student, with guidance from de Jong and Tyler, developed their own field-based research regarding a topic relevant to their masters work. The student implemented the research and then produced a video essay and supplemental deck as their final deliverables.

This work aims to (1) investigate how the video-essay can be aligned and integrated with other qualitative and quantitative methods of discovery and design; (2) develop the community engagement aspects of using video in the field; (3) develop the scaffolding structures for training students to prepare, produce, and edit video-essays; and (4) develop materials that document the pedagogic experience, communicate the benefits to students and faculty, and transfer insights and knowledge to interested teachers and learners.