Total recall : using film to enhance learning / Douglas N. Clayton.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Clayton, Douglas N.

Contributor:

Supovitz, Jonathan, advisor.

Buckley, Phillip, committee member.

Wortham, Stanton, 1963- committee member.

University of Pennsylvania. Education.

Language:

English

Subjects (All):

Penn dissertations--Work-based learning leadership.

Work-based learning leadership--Penn dissertations.

Penn dissertations--Education.

Education--Penn dissertations.

Local Subjects:

Penn dissertations--Work-based learning leadership.

Work-based learning leadership--Penn dissertations.

Penn dissertations--Education.

Education--Penn dissertations.

Physical Description:

xiv, 147 pages : color illustrations ; 29 cm

Production:

2012.

Summary:

Several scholars (e.g. Bumpus, 2005; Champoux, 1999; Mayer, 2005) and practitioners (Gallos 2007; English & Steffy, 1995; Hackley, 2007) of workplace learning have put forward the claim that the use of film (and other forms of multimedia) enhances learning. If this is the case, particularly given the increasing pressure to do more with less, workplace-learning leaders should take note and consider incorporating film into their curricula if they have not already done so. However, while some have made a convincing theoretical case for the use of film to enhance learning (Corner, 2001; Giacolone & Jurkiewicz, 2001), the current evidence of film's usefulness is far from convincing. The research showing the impact of film on learning is largely anecdotal (Bramhal & McMahan, 2004; Brown, 2011) and the empirical research that has been done has not focused on workplace learning but rather on other contexts such as language learning (Al-Seghaner, 2001) and the traditional college setting (Bluestone, 2000; Smith-Rorrer & Furr, 2009).

The study presented in this proposal targets that gap in the research. This study explicitly will consider the extent to which film impacts workplace learning, in particular learning related to change management. Specifically, the study will compare the learning outcomes for two groups of employees who complete a change management course. The study explores the following guiding question: To what extent does the incorporation of film into a workplace change readiness course impact the retention of information by course participants? The course for the first group will incorporate film clips designed to enhance student learning; the course for the second group will be a more traditional course consisting of lecturing supported with PowerPoint slides. A quantitative methodology will be used to gather and analyze the relative impact of each course on employees' ability to retain information from four segments of a change readiness workshop: a message from Martin Halliwell, the SES Executive Sponsor of the change readiness workshop; the "change curve"; a message on collaboration from Romain Bausch, the CEO of SES; and a message on collaboration from three SES leaders.

Notes:

Adviser: Jonathan Supovitz.

Thesis (Ed.D. in Work-Based Learning Leadership) -- University of Pennsylvania, 2012.

Includes bibliographical references.

OCLC:

840253572