This is what I have done with an assignment (available here) where students locate and analyze video clips available online. In the assignment, students post their video to a class blog (hosted on Blackboard, my University's course management software) where they summarize the video, define course concepts used in the video, and then explain how the video illustrates the concepts. In the process, students do the same analytical exercise that we do in the classroom with clips found elsewhere on this site. The learning outcomes are for students to 1) become familiar with using and applying sociological concepts; 2) use their sociological imagination to engage familiar content; 3) teach each other through the course blog; and 4) become more critical media consumers. The upside for me is that I have interesting and engaging assignments with which I can evaluate them (of course, the videos must be short to make this a time effective exercise to grade). While I still grade the assignment on many of the same criteria as regular papers, I have found that this assignment is often fun for me, and can be more interesting than grading regular essays.
When students submit videos for this assignment that I feel would be particularly effective in the classroom, I have also edited and posted them in our video database. For example, in my Sociological Theory course, my students used this video from Food, Inc (their analysis appears here) to illustrate Marx's concept of alienation:
As I have continued to adjust this assignment for different courses, I have tried several different variations that instructors may want to consider if they try out an assignment like this. Students may work individually or in pairs, or I stagger the assignment over the semester to coincide with topics in sequence, or students may present their videos to the class. More recently, I have required that part of students' grades is to post comments on other students' videos. For additional ideas, refer to this Management Education article that discusses a similar assignment. My favorite option is for students to create their own video. I once had a pair of students write their own song that illustrated several of Marx's key concepts and they created a fantastic hip-hop video. With the students' permission, I showed the video in class, and afterward the students gave me this note:
"Your presentation of our video in class we are indeed grateful for because in making music, exposure is the essence of being heard. I also would like to thank you for presenting us with the opportunity to freely express our creativity through an assignment such as this one in an academic setting. It is not often that professors and instructors give students an avenue to express true original creativity through work that is assigned in academic curricula. Much thanks, appreciation, and respect again to you professor and to our classmates for their acknowledgement and liking of the video."
In short, my students enjoyed this assignment (as reported in anonymous course evaluations), they tended to meet the assignment's learning outcomes, and it was a fun assignment to grade! If you have experience with similar assignments, please leave us a comment so we know what also has worked (or didn't work) for you. And you may even consider having your students submit their work to The Sociological Cinema!