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Media curriculumsummary

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  • 1. media learning & teaching February 2010 adrian.miles@rmit.edu.au
  • 2. media curriculum: theory & practice
  • 3. media curriculum: theory & practice The media curriculum tries to erase the distinction between theory and practice as discrete activities or domains by integrating theory within practice, and practice within theory. Making is a thinking in media and so demands competencies that are not only technical. This leads to our emphasis on the integration of explicit and tacit knowledge in a lot of our curriculum. We generally begin with explicit knowledge and then through reflective making and doing move towards tacit understanding.
  • 4. media curriculum: reflective practice & process
  • 5. media curriculum: reflective practice & process There is an interest and emphasis on reflection and process based learning — we spend time learning about learning and sometimes this is literally the content of a class. This is supported through ongoing formal and informal documentation (project reports, journals and blogs), and assessment that supports self assessment and reflection. This understanding of learning as a doing (which includes making, writing and thinking as forms of doing), and its development, provides a meta level model that sustains learning, critical reflection and scaffolds the development of students as applied theoreticians. Reflective practice is the cornerstone to making tacit knowledge explicit.
  • 6. media curriculum: practice In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
  • 7. media curriculum: practice year verbal critiques simple technical exercises 1 oral verbal presentation single media modes verbal assessment partial objects year media with written documentation whole media objects 2 text written reflection professional orientation written analysis inward project documentation year applied media written reflection all media 3 group documentation & any media reflection outward In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
  • 8. media curriculum: practice year verbal critiques simple technical exercises 1 oral verbal presentation single media modes verbal assessment partial objects year media with written documentation whole media objects 2 text written reflection professional orientation written analysis inward project documentation year applied media written reflection all media 3 group documentation & any media reflection outward In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
  • 9. media curriculum: practice year verbal critiques simple technical exercises 1 oral verbal presentation single media modes verbal assessment partial objects year media with written documentation whole media objects 2 text written reflection professional orientation written analysis inward project documentation year applied media written reflection all media 3 group documentation & any media reflection outward In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
  • 10. media curriculum: theory in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much
  • 11. media curriculum: theory what is an edit? why are there edits? make sketches that year descriptive & problem what does an edit do? realise or explore these 1 posing readings introduce ways questions as directed of thinking & discussing tasks. this make a work that responds to an idea. year secondary sources & read an introductory make a media work 2 commentary text that demonstrates the idea of “Small Things Loosely Joined” use theory x to do or make a work that is an year make something. idea 3 primary sources what theories can/ make a work that would you use to thinks ‘inside’ its media explain.... in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much
  • 12. media curriculum: theory what is an edit? why are there edits? make sketches that year descriptive & problem what does an edit do? realise or explore these 1 posing readings introduce ways questions as directed of thinking & discussing tasks. this make a work that responds to an idea. year secondary sources & read an introductory make a media work 2 commentary text that demonstrates the idea of “Small Things Loosely Joined” use theory x to do or make a work that is an year make something. idea 3 primary sources what theories can/ make a work that would you use to thinks ‘inside’ its media explain.... in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much
  • 13. media curriculum: theory what is an edit? why are there edits? make sketches that year descriptive & problem what does an edit do? realise or explore these 1 posing readings introduce ways questions as directed of thinking & discussing tasks. this make a work that responds to an idea. year secondary sources & read an introductory make a media work 2 commentary text that demonstrates the idea of “Small Things Loosely Joined” use theory x to do or make a work that is an year make something. idea 3 primary sources what theories can/ make a work that would you use to thinks ‘inside’ its media explain.... in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much

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