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Getting Digital Roadshow Central (Stirling): Case Study: Julia Fenby, Glow & Paul Gorman, Visible Fictions
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Getting Digital Roadshow Central (Stirling): Case Study: Julia Fenby, Glow & Paul Gorman, Visible Fictions

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  • Leaner centredness of itChannel 4 from Ollie – jobs in a digital agePupils voiceYoung ScotGlobally competitive – confucius hubs
  • When Glow was commissioned in 2005, it was a monolithic entity. Glow in the future needs to be agile, modular and potentially procured in a different way. Instead of one monolithic contractor, we’d be better served by multiple contractors serving up the component or service that they are world class for, with a contractor providing the key role of ‘integrator’ at the centre.
  • This might even pave the way to making Glow far more accessible on a variety of platforms or devices, rather than just through the browser in the future.A move to this kind of interface would also provide the ability to ‘swap out’ services in the background – much needed for us to develop Glow as a platform
  • How this links with CfECurriculum for Excellence will be delivered through Glow.Glow breaks geographical and social barriers, allowing joined-up working and inclusion the length and breadth of Scotland.Glow offers space and opportunities for individual and collective challenges, within and across curriculum areas.Glow provides children and young people with relevance in their learning.Glow offers a variety of tools for enhancing learning experiences.
  • Imaginate will work with teachers, pupils and a new media design company to create an interactive online learning tool to support children in evaluating and appreciating art, for use via GLOW. East Renfrewshire, Shetland, Dumfries & GallowayScreen Media; York St John UniversityUpper Primary School Pupils and teachers (creating a resource for early years - secondary teachers & pupils)
  • The creation of an art trail, educational resources and interpretation for Langass Woodland in North Uist. Led by S2 pupils the project will create resources for local primary schools using Glow and hand held devices with GPS technology. Artist/publisherAlec Finlay; Poet Colin Will; Scottish Natural Heritage; Langass Woodland Trust; ComhairlenanEileanSiar IT Dept; Wild Knowledge
  • The creation of an art trail, educational resources and interpretation for Langass Woodland in North Uist. Led by S2 pupils the project will create resources for local primary schools using Glow and hand held devices with GPS technology. Scottish Natural Heritage; Langass Woodland Trust; ComhairlenanEileanSiar IT Dept
  • Work with ‘transition’ in nursery, primary and secondary. Generate an interactive artbank on Glow.Demonstrate how practitioners can use CfE subject ‘hooks’ to create sound and image ‘bites’. Perth & KinrossExhibit outputs.55 degrees; Plantation Productions; Plan B Collective;
  • SAGE (sow and grow everywhere™) is an innovative public art programme that NVA is currently producing. We want to pilot SAGE Schools using the Glow network to dynamically, politically and ethically engage young people in a reflective learning process connected to the themes of SAGE.Glasgow; Stirling; Dundee, others tbc; ISO; Royal Botanic Gardens, Edinburgh; The Hidden Gardens
  • State of Emergency, To create webisodes (online dramas) and 'live' broadcasts from an online fictional country, where S2 pupils across various subjects will engage with actors-in-role, exploring dilemmas and themes connected with 'war'.All S2 pupils; lead teachers in every subject; S6 pupils; professional artists 6 xLAs: East Ayrshire; West Lothian; Glasgow; Inverclyde; N. Lanarkshire; S Lanarkshire. Partners: BBC; War Child; Screen writer Louise Ironsideto create the webisodes.  Louise regularly writes for River City and Waterloo Road.
  • Transcript

    • 1.
    • 2. 1 Country
      32 Local Authorities
      3,000 Schools
      7 TEIs
      54,000 Teachers
      750,000 Students
    • 3. Glow Groups:
      Glow Mail
      Glow Chat
      Wikis
      Blogs
      Resources
      Targeted news
      Discussions
      Glow Learn:
      Resources
      Courses
      Tracking
      Glow Meet:
      Webhosting
      Web Conferencing
      Video streaming
      Audio conferencing
      Secure file transfer
      Virtual whiteboard
    • 4.
    • 5. learner-centric
    • 6. futures
    • 7.
    • 8.
    • 9. Co-Create
      Innovative practice
      Inspiring content
    • 10.
    • 11.
    • 12. Imaginate
    • 13.
    • 14.
    • 15. My Ideal Teacher
      Miss Walker
      Aged 32 from Ayr
      Medium height
      Wears quirky, imaginative clothing
      Good at talking and explaining things, can talk to her as a friend
      Best qualities – dress sense, funny, bonds with kids
      Faults – gets angry but makes it a joke
    • 16.
    • 17.
    • 18. TaighChearsabhagh
    • 19.
    • 20.
    • 21.
    • 22.
    • 23.
    • 24. Y Dance
    • 25.
    • 26. Horsecross Arts
    • 27.
    • 28. NVA
    • 29.
    • 30.
    • 31.
    • 32.
    • 33. OK then, WHY do you want to grow things at home???
      ! NEW
      I want to be able to grow things at home because it saves money and means you don’t have to buy food that has been imported from developing countries at unfair prices to the people who grow them.
    • 34.
    • 35. Visible Fictions
    • 36. Curse of the Demeter
    • 37. Dougie Movie clip here
    • 38. First Task for Pupils
      by P. Gorman 20/08/2009 15:59
      • How do you represent the living dead in a theatre space?
      • How do you portray all the characters using only 2 actors?
      • How do you create a touring set suitable for many different venues?
      • How do we find hope from the chapter?
      • How do you represent the severe weather conditions on stage?
    • 39.
    • 40.
    • 41.
    • 42. Staging decisions to go with the 2D sketch of the set
      Billie and Johnny appear from behind the larger blocks at the start of the scene.
      There are video projections on the mast/screen of weather conditions - racing clouds and sound effects of battering rain and creaking deck timbers…

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