The Ups, Downs, and Potentials of Implementing Video Clubs in Museums

Abstract

Professional development opportunities for museum educators are often short-term experiences that are void of reflections to support one’s professional growth and practices within a collaborative environment. Video clubs may serve as an effective approach to supporting the professional growth and practices of educators in museum settings. Video clubs are composed of a group of educators engaged in video-based reflections around their work and interactions with others. In collaboration with six museums, we considered how video clubs, developed and implemented to promote professional growth and learning in school learning environments, would translate to a museum learning environment with a specific focus on interactions of failure experiences in STEAM-related making programs. In this paper, we highlight benefits, challenges, learnings, and recommendations as a way to support museums interested in establishing and implementing reflective practices within video recording and video sharing.

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