Reality versus authenticity: Mapping the scaffolding needs for teaching intellectual skills for working in Television

Alan McKee


A number of elements of scaffolding are identified that contribute to the operationalization of real world video production projects as authentic learning environments in which students can learn the intellectual television production skills necessary for working in the television industry. Three key elements are identified. Firstly projects must be smaller in scale than ‘expressive-art’ video production projects, to allow for staff involvement in areas of production such as working with clients, identifying audiences and preparing a number of cuts. Secondly, before students become involved, staff must clearly identify the stakeholders from the client organisation and the university, their roles and responsibilities, deadlines, resource availability, and conflict resolution procedures. Thirdly, staff must take on some level of producing responsibility on the projects.


authentic learning, real world projects, television, scaffolding

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