In Dr. Julie Reynolds‘ Biodiversity course, students used Flip video cameras to create a video for public audiences in their community to explain the value of local biodiversity. Students were required to identify their audience, investigate the audience’s assumptions about biodiversity, and created a compelling argument for why that audience should care about local biodiversity. The videos were peer reviewed. Students were able to make more compelling arguments when their work had an authentic audience. Here’s an example of a student produced video about Lemurs and biodiversity: