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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.

Redesigning screen production pedagogy for hybrid learning models