After teaching a course designed to introduce students to Shakespeare’s plays and to their film adaptations, I’ve been wondering how reading technologies shape students’ engagement with course materials. On reflection, the traditional screening format for films or film clips (single focal point, lights off) might implicitly invite students to tune out or change their focus when our classes don’t explicitly discuss the assumptions that we bring when we begin reading or interpreting.
When we used electronic versions of the plays (eBook readers, tablets, and laptops), the change in format seemed to free students from the implicit authority of the printed text and spur conversation. At the same time, many of my students have talked about how their study habits differ when they work with either electronic or printed course texts. Some prefer to print even short readings because the medium changes the relationship between the student and the text.
How, then, do embedded video clips within a course management system differ from the same clips shown during a classroom session? How do they differ as modes of educational instruction with their own implicit interpretive maps?