Design Brief for a Virtual Learning Environment for Participatory Filmmaking


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  • There is a gap between schools and what students are doing. Generally speaking, elementary and secondary schools are woefully behind when it comes to integrating Web 2.0 into curriculum. Why are we not more proactive in education?\n
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  • Resistance to technology? Research says those barriers are cultural, psychological, social, not always technological as we might assume\nEducation based on the industrial age. Curriculum development typically occurs in increments, however, what education needs is an overhaul\n\nWhy are we not doing this in education?\n\n
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  • There is a gap between \n
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  • Design Brief for a Virtual Learning Environment for Participatory Filmmaking

    1. 1. Virtual Learning Environment for Participatory Filmmaking Alison Mann 10x10 Design Challenge KMD1001 P. Pennefather
    2. 2. Mind the gap: (re)designing a virtual learning environment that bridges the best of what teachers do with what students are already doing! “Students can no longer prepare bark to calculate problems. Theydepend instead on expensive slates. What will they do when the slate isdropped and breaks?” (Teachers Conference USA, 1703)"Students depend on paper too much. They no longer know how towrite on a slate without getting dust all over themselves. What willhappen when they run out of paper?" (Principals Association Meeting, 1815)"Students depend too much upon ink. They no longer know how touse a knife to sharpen a pencil." (Nat. Teachers Association, 1907)
    3. 3. A (re)think of the education model... on a small scale Defining the challenge: One statement: How might I create a student-centred virtual ‘affinity space’ environment forstudents to take part in the filmmaking process in collaboration with students across continents? Why would people want this? Closing the gap/ Presents an authentic experience that satisfies IB mission statement.IB students can and should be working across countries. No better way to gain intercultural understanding and respect. Can it be integrated with an existing structure? No need to re-invent the wheel, the tools are already exist Audience: IB Film Students Student
    4. 4. Bigger Picture Intercultural Value of “ Although technologies in formal youth yearn to use Understanding Collaboration varied schooling, educational institutions and respect Constructivist teaching & learning remain largely grounded in the classical view of knowledge, “ Critical Pedagogy expertise, and learning (Dede, 2007). ect Students isco nn social CE Political Creating re i s ad AN IST Collaborative , thePsychological sIs ee i S R ES t Artifacts ER and Interactive A B ARRI Filmmaking o due t Involvement in “ One reason Web 2.0 High usage of Participatory technologies are not widely Web 2.0 Media “ Still, ICT applications and to integrated in PreK–12 education is the lack of “ by students representations are largely usedautomate traditional methods modelling by instructors. Bull et al. (2008) Anytime, anywhere learning of teaching and learning, rather thanto model complexity and express “ “In the economy of ideas that the web insights to others. (DEDE (2008) is creating, you are what you share” Leadbeater, C. (2008)
    5. 5. ContextIB Program: Quick FactsNon-profit education foundation that began in 1968 in Geneva, Switzerland.Uses a common Curriculum across all countries.Total students of all ages involved in IB globally: approximately 1,062,000Total number of countries participating in IB Program this year: 143Secondary schools participating in Diploma Program (2012): 2,368Total number of students in Film Studies course (2012) 1,674 IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
    6. 6. ContextIB Film Studies: Fast FactsFilm Studies Course was added in 2008. It is the equivalent of three academic highschool credits, 1 1/2 years long.Three Assessments in the course:Textual Analysis Presentation (25%)15 Page Documentary Script (25%)*Final Film Production Portfolio (50%)*For the Film Production, students work in a collaborative group of five and each studenttakes on a role of interest: Director, Writer, Cinematographer, Sound, Editor.Film Studies course began to be offered last year online for the first time.Students are connected through a school to take online course. Currently, students in theonline course collaborate with students in home school to create their film, or workindependently. There is not yet an opportunity to collaborate virtually withstudents across the globe.
    7. 7. What research says:“The field of education also needs design-based research thatseeks to develop Web 2.0 infused environments based on learningtheories and concomitantly to test and evolve theory and designacross multiple iterations.” (Barab, 2006)“Taken together, the interconnections, creative capabilities, andinteractivity of Web 2.0 offer learners initiation into a Web-based“participatory culture” that has “low barriers to artistic expressionand civic engagement, strong support for creating and sharing one’sdigital productions” and a sense of social connection.(Greenhow et al. p. 249)
    8. 8. Knowledge Map
    9. 9. Currently: KMD Design Challenge:IB Teachers: Design a prototype for and all in ONE site forvisit IBO site for updated program information both students and teachers that:visit Curriculum Centre to connect with other uses and updates free web 2.0 tools asteachers in the field (not a space for students ) modules within the sitesearch online teacher blogs for ideas and to houses all necessary documents for IB Programconnect with teachers a meeting place (moderated by teachers) forvisit Ontario Curriculum site to satisfy students to ‘search’ for and connect with filmexpectations partners who are searchable by role or themedo random searches on teacher created sites/ is a space for students to actively collaborateblogs for ideas and inspiration for programming on participatory films (and works in other subject areas)have little to no opportunities to complete onlinecourses AND collaborate with other students Not necessarily a need to recreate all of this,globally Canvas (Instructure) has developed outstanding tools and it’s free!
    10. 10. Stages in Filmmaking Process using virtual environmentStudents use virtual learning ie: students can post their scripts in search ofenvironment to ‘seek’ out peers for a team, cinematographers andfilmmaking assessment editors can promo their work in a demo reel) Once a team is made, students register their names and IB numbers with online teacher. Participatory student film in Ongoing process work is moderated by online teacher who facilitates, progress provides benchmarks and deadlines All 5 members Students utilize virtual learning collaborate on theme and concept for film. Writer, director and environment site to collaborate using cinematographer meet to develop story and Web 2.0 tools: eg:Mind nodes, Celt-x build storyboard. Sound artist begins to develop soundscape.Cinematographer is in touch with director through process to share Students share stages of work online dailies. Editor begins rough cuts of and with other collaborate groups for footage and shares with sound artist. critique
    11. 11. Design Thinking for Teachers Stages to be followed
    12. 12. Works CitedDede, C. (2007). Reinventing the Role of Information and Communications Technologies in Education. Yearbook of theNational Society for the Study of Education. Volume 106 (2),11–38.Design Thinking for Educators Toolkit, April 2011 on October 4, 2012Franklin, U. M. (2009) Educating at the Interface of Biosphere and Bitsphere, in Why Do We Educate? Renewing theConversation, Volume One (eds D. L. Coulter and J. R. Wiens), Blackwell Publishing Ltd., Oxford, UKGreenhow et al. (2009). Learning, Teaching and Scholarship in a Digital Age. Educational Researcher 38:246. Accessed on November 4, 2012Leadbeater, C. (2008) ‘We-think: the power of mass creativity’ London, ProfileRheingold, H. (2008). Using Participatory Media and Public Voice to Encourage Civic Engagement. Civic Life Online:Learning How Digital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T. MacArthurFoundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press.Sherblom, John C. (2010) The computer-mediated communication (CMC) classroom: a challenge of medium,presence, interaction, identity, and relationship, Communication Education, 59: 4, 497 — 523WEB 2.0 tools used and mentioned in this presentation: Mindnodes Lite, Canvas (Instructure), Pixlr Express, Celt-x