Paper delivered at the inaugural Digital Humanities conference held at ANU, Canberra March 28, 2012. Movie image files removed to reduce file size.

1. CAPACITY
CURRICULUM
CONTENT
TEACHING DIGITAL RESEARCH METHODS
USING BONZA
DEB VERHOEVEN (DEAKIN UNIVERSITY)
@BESTQUALITYCRAB

2. INTRODUCTION

3. NATIONAL CINEMAS

4. TEACHING
PHILOSOPHY
assessment for learning
mobilising students’ existing knowledge
self-direction and choice
opportunities for continuous improvement
just-in-time teaching
blended learning
engaging students through multiple channels (courseware,
twitter)
merging the in-class and out-of-class experiences

5. BACKGROUND
BONZA MARK I
Adrian Miles: http://vogmae.net.au/

6. HELEN TWELVETREES

7. COMMITTEE FOR UNIVERSITY
TEACHING AND STAFF
DEVELOPMENT (CUTSD) 1999
Project Title:
Developing Authentic Research and Writing Skills in Cinema
Studies Using a Hypermedia Database to Create an Online
Learning Environment to Enable the Linking of Cinema
Studies Essays ‘written’ in Words and Pictures, Between
Students and the Film Industry at Large.

8. THE (ORIGINAL) ‘PROBLEM’
As a discipline Cinema Studies is driven by film ‘texts’ which combine
sound and image; its students however, produce knowledge only in print.
This not only has implications for the way knowledge is traditionally
understood and applied in Cinema Studies, it is limiting in terms of
expression. The distance of printed texts from cinema texts hinders the
development of thought in relation to Cinema Studies. It also constrains the
students’ understanding of research activities and contexts.
This project aims to improve the quality of student learning in Cinema
Studies by using an ongoing, online database to link individual student
research with the work of other students and the wider research community.
In addition, student users of the database will present their research in
Internet writing forms that enable the inclusion of words, sound and image.
Through the use of an online database, Internet hypermedia essays, self
driven learning and supervised teaching strategies this project creates an
authentic context in which students will obtain first hand insight into the
disparate, multiple, and contentious histories and practices of Cinema
Studies research. As a result of these processes, this project will generate a
series of ongoing Cinema Studies resources including a fully accessible
online Australian film history database, simple ‘forms’ based Internet writing
tools and a series of teaching and learning manuals.

9. LINKS AND CONTEXTUAL
RELATIONSHIP

10. DESCRIPTION

11. SEARCH

12. STORYSPACE

13. ESSAYS

14. ESSAYS

15. ESSAYS: EXAMPLE

16. WHAT IS IT ABOUT THIS WORK
THAT MAKES IT A PIECE OF
RESEARCH?
(PHENOMENOGRAPHIC ANALYSIS)

17. BONZA MARK II

18. WWW.BONZA.RMIT.ED
U.AU

20. PARK THEATRE

21. STAR LYRIC FITZROY

22. CAPRI THEATRE

23. SAVOY THEATRE

24. WEEK 3 POLL

26. WEEK 6 POLL

29. WEEK 7 POLL

30. • Research as a process
• Research as cumulative
• Research as cooperative and
collaborative
• Research as a socially and
institutionally embedded practice
• Research as productive

31. EVALUATION

32. END CREDITS
Emma Price
Deakin University
Alex Gionfriddo, AFI
Research Collection