Inspired by my colleague Elena Iarskaia-Smirnova's research paper just published in The Anthropology of East Europe Review, I thought a lot about my teaching experience in Moscow this year. Elena's paper discusses the potentials of using visual methods as teaching tools in Russia.
From November 2012 to January 2013 I taught two small courses, one on Public Sociology and the other on Ethnography. When I was putting together the syllabi I was doubtful on whether the students would appreciate my teaching methods and techniques - indeed, I am used to I am used to teach through a continuous conversation with students, but I knew here in Moscow seminars and lectures tend to be more frontal rather than dialogical.
I could involve students, yes, but not as much as I wanted. So, I asked them what they thought it could be more useful for them but no clear answer came up. I realized that many students were using tablets and smartphone even during classes, and so what I tried next was to employ visual methods. That was the answer I was looking for.
I screened some ethnographic documentary and even an entire ethnographic film and got students following all that was happening in the movies with great interests, which were able to spark the only real confrontational discussion we managed to have. And when at the end I asked them to write an ethnographic account of two minutes of any movie they wanted, this resulted in some great essays.
Visuality is definitely a growing dimension in our learning experience. The internet and especially social network seem to sanction the implausability of interraction without a visual mediation - photos are ubiquitos and videos definitely increasing through self-making facilities.
Communicating knowledge is an activity that should get updated. My colleague's article shows exactely the effectiveness and perceived importance of visual products in teaching in higher education.
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