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Abstract
This paper critically reviews the use of video documentaries in the assessment of human geography field courses. It aims to contribute to recent debates about the role of visual methods for developing active and deep learning in student-centred teaching. Based on four days of group work in Crete, 30 third-year students produced individual 10-minute video documentaries on ‘Mediterranean Rural Spaces’. Analysing students' experiences of video production highlights the need for innovative teaching and assessment methods and the importance of creating independent and creative students equipped with a broad set of skills for an increasingly flexible job market.
Acknowledgements
We would like to thank all the students who participated in the field course as well as Mark Szegner for his expert technical help and advice. We are also grateful to the editor Craig Jeffrey, two anonymous referees and Kelly Wakefield for providing excellent comments that helped to improve the final version of this text.
