Gathering The Story: Applying Instructional Design To Documentary Film Research
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2021
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University of Hawaii at Manoa
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The documentary film genre is a powerful and influential information and communication medium that educates, inspires, and motivates its audience. Its increasing utilization in education timely coincides with technological advances in film and video production today. What has historically been an expensive and prohibitive undertaking is now a progressively democratic endeavor using inexpensive equipment and software. Information on the overall documentary filmmaking process is available; however, literature on the subject research and data collection step of documentary filmmaking, which is crucial to the production process, is limited. The three studies that comprise this dissertation addressed this gap by designing and developing an online instructional module about subject research and data collection for documentary film, and then implementing and evaluating that module. A three-manuscript format was used, each presenting a different approach and methodology, but they were all connected and integrated with the same overarching content focus and conceptual frameworks: the ARCS model of motivation and the ADDIE model of instructional design. The first study in Chapter 3 used an interpretive qualitative approach to explore and capture the real-world wisdom and expertise of professional documentary filmmakers from their actual filmmaking experiences with research and data collection. After analysis and interpretation were completed, the results were presented as beneficial suggestions to guide and assist beginner and student filmmakers with subject research and data collection for documentary film. The second study in Chapter 4 used the results from Chapter 3 to develop the content of the instructional module. In addition, Mayer’s 12 principles of multimedia learning informed and guided the development of the module. Multiple formative assessments were conducted with qualified, experienced reviewers which informed the strategic design decisions with each iteration. What started out as a basic, simple educational resource evolved to become a content rich, technology-enhanced, interactive, user-friendly, instructional module on a website. The third study in Chapter 5 used a mixed methods approach to gather data from the implementation of the instructional module with the target audience, the beginner and student filmmakers who are exploring documentary film production. Participants successfully reviewed the module and completed evaluation surveys that were designed to examine the educational value of the module. After analysis and interpretation were completed, the significant findings confirmed that the instructional module did indeed have a positive, educational impact on the target audience and accomplished its purpose. The overall goal was to add an original, quality educational resource to help beginner and student documentary filmmakers share their meaningful stories with the world using the increasingly accessible and effective medium of film. The use of this relevant and informative instructional module will be helpful as a constructivist educational resource. It will contribute to the literature of documentary film research and studies, and the fields of instructional design, education, and the humanities. This research project successfully and innovatively merged social sciences theory and instructional design with humanities and arts research. It has significant potential to influence and impact the broad possibilities of interdisciplinary and intersectional research design and collaboration.
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Instructional design, Film studies, Cinematography
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