Tips to consider
Identify learning objectives: It is important that instructors relay to students the learning objectives that will be targeted through the experience of watching and analyzing the film. For example, an instructor may use a film to have students investigate the cultural dimensions on a social issue.
Organize students in small groups: Discussion in small groups facilitates higher rates of participation of the learners. When films are used in large classes students can debrief with the person next to them, share perspectives within a small group and then open up the discussion with the whole class (Neve and Morris, 2017).
Devote appropriate class time for processing the viewing experience: Students should be provided with enough time to debrief, analyze and engage in discussion on the film they watch. Such a discussion could be geared towards exploring the issues that are addressed through the film, how these issues are portrayed, the emotions and feelings that the film stirs up in the audience, and how what they learn can be applied in real life situations or in a different context.
Use Video Streaming Services purchased by the library: Connecting on Films on Demand will give instructors access to videos, clips and full-length, from a variety of disciplines in various formats/types: documentary films, dramatic performances, educational videos, feature films of drama, lectures or interviews, newsreels or primary sources, and Television adaptations (http://fod.infobase.com.proxy.library.carleton.ca/p_Home.aspx).
Consult the Video in Education resource by the Educational Development Centre: This resource will provide information on how to display a video in your course, and how the instructor or students can create and display a video. You will also find links to sites for accessing films and documentaries (https://carleton.ca/edc/wp-content/uploads/Video-in-Education.pdf).