Redesigning screen production pedagogy for hybrid learning models

ABSTRACT The Bachelor of Digital Media at Central Queensland University has a policy of offering all units on-campus and online. The introduction of screen production to the degree introduces a unique opportunity to interrogate best practice for delivering production units in this hybrid context. Despite widespread interest in hybrid delivery models due to COVID-19 restrictions, there has been little research into the possibilities of online screen production curriculum beyond the pandemic. In this paper, we interrogate the challenges and opportunities of a hybrid online/on-campus delivery model, arguing that this research is urgently needed to address gaps in access to training and resources for regional and remote practitioners. We outline our contextualised, student-oriented approach to screen production pedagogy, which focuses on designing scalable, equipment agnostic curriculum that encourages a ‘total filmmaker’ approach; building community and collaboration through online tools; creating robust online unit resources; and providing opportunities for small-group face-to-face activities. Our pedagogical approach challenges the screen production industry’s structural barriers and hierarchies, building the capacity of communities to tell their own stories and enabling new voices to emerge.