Technology. We’re surrounded by it, and so are our tech-savvy students. In many cases, our students are very comfortable with the latest technologies and have a good grasp of how to use them. There is also the emerging student attribute of self-reflection and evaluation: "What went well?"; "What didn’t go so well?"; "How might you improve for next time?" The challenge is changing the way students, especially adult learners, use these technologies within the classroom when they have already established fixed ways of doing things. With some simple planning, teacher consideration and guidance, these technologies can be used to benefit students’ learning and guide their reflection process. In this presentation, Mark Parry highlights some of the ways he and his colleagues use technology to support student reflection when facilitating face-to-face and blended courses. Mark demonstrates how everyday technologies can be used to help you support students to reflect upon a range of learning outcomes related to core knowledge and transferable skills including communication, time management, working within a team, problem-solving and developing a strong work ethic.

1. Using technology to support student reflection
Mark Parry
SAE Creative Media Institute,
Sydney
parryville.com.au

2. Using technology to support student reflection
Mark Parry – SAE Creative Media Institute, Sydney
Context:
• Tech savvy film students
• Reliable internet and infrastructure
• Students have ready access to recent/current technologies
• Campus online (LMS) with face to face activities (blended)
• Learning outcomes related to media technology, working
collaboratively, creativity and reflection

3. Technology
Mobile phone
Mac desktop
macbook
Video camera
Lapel microphone
Campus online (LMS)
ipad
Film lights
Audio recorder
Editing software
apps

4. Technology
Learning
Management
System (LMS)
Trello
Slack
Google apps

5. Technology
Instagram Celtx
Adobe
Premiere
After Effects
Filmstro

6. Self-reflection and evaluation:
Transferable skills (“soft skills, “graduate attributes” …)
• Strong work ethic
• Positive attitude
• Effective Communication skills
• Problem solving
• Time management
• Acting as a team player
• Learning from criticism
• Self-confidence
• Flexibility and adaptability

7. Self-reflection and evaluation:
What went well? What didn’t go
so well?
How might you
improve for next
time?

8. “…the challenge is changing the way
students, especially adult learners, use
these technologies within the
classroom when they have already
established fixed ways of doing things.”

9. Addressing the challenges:
• Knowledge of technologies
• Planning
• Teacher consideration
• Guidance
• Negotiation

10. Addressing the challenges:
• Knowledge of technologies
• Planning
• Teacher consideration
• Guidance
• Negotiation
Pedagogy/andragogy
(ie learning and
teaching
considerations)

11. Communication and collaboration between colleagues
Pedagogy
• Planning and implementing assessments
• Day to day running of classes
• Student activities
• Providing guidance and feedback to students
• Negotiating & responding to various requirements

12. Strategy: Campus Online forums (blended-learning activity)

13. Strategy: Campus Online forums (blended-learning activity)

14. Strategy: Video interview 1
• Assignment content
• Documentary topics
• Theories and themes
• Options for production
• Key crew and roles
• Creative vision
• Equipment preferences
• Workflows and schedules
~
• Practice interviewing technique
• Build confidence
• Articulate ideas
• Technical aspects

15. Strategy: Video interview 2

16. Strategy: Video interview 2

17. Strategy: Video interview 2

18. Strategy: Transferable skills – Online form

19. Strategy: Transferable skills – Online form

20. Strategy: Transferable skills – follow up discussion (face to face)
Reflections, examples
and situations from
project work
• Time management
• Acting as a team player
• Learning from criticism
• Self-confidence
• Flexibility and adaptability
• Strong work ethic
• Positive attitude
• Effective Communication skills
• Problem solving
student teacher
Examples:
• Speaking in front of
a group?
• Directing crew?
• Adapting to change?

21. Strategy: Week-by-week activities
• Vox-pop interviews
– Hands-on, practical use of technology
– Designed to incorporate not-obvious, less-than-optimal conditions
– (Eg noisy, windy, cluttered, full sun, awkward background…)
– Students experience authentic problem-solving, self-direction etc
– Reflection on processes, critique of recorded media
– Follow up discussion (group-based, face to face classroom activity)
– Peer review and critique

22. Strategy: Production meetings
– Hands-on, practical use of technology
– google apps, trello, slack etc.
– Mimics real-world production meeting (eg agenda, minutes, tasks)
– Incorporated project activities and problems to solve
– Students develop autonomy, self-direction, confidence etc
– Reflection on processes, cyclical and iterative development of
production documentation
– Follow up discussion and ongoing guidance with teachers
– Peer review and critique with selected media (eg rough cuts)

23. Strategy: Week 13 presentations
• “what worked well?”
• “what didn’t work so well?”
• “what would you do differently to improve for next time?”.

24. Impact on learning and teaching
(using blended learning principles to shape the way we use technologies)
Students:
• Responsive to structure, guidance, dialog and feedback
• More meaningful and effective use of technology within L & T
• More engaged, professional approach to assessments
• Take on more responsibility and ownership of project role
• More responsive, flexible, adaptive
• More self-directed and autonomous
• Active problem-solving regarding project and other assessments
• Valuable insights into their own skills and attributes
• More aware of links between their own skills and project requirements
• Links between their effort and skills and project outcomes
My subjective
recount and
reflection

25. Impact on learning and teaching
(using blended learning principles to shape the way we use technologies)
Teachers and facilitators:
• Greater insights into students attributes, strengths, gaps etc
• Great as diagnostic tools, especially earlier activities and events
• Alternative ways of students achieving learning outcomes
• Enhanced ability to communicate and work as a teaching team
• Active, regular reflection to improve learning and teaching approaches
• Work more effectively to meet the needs of the learners
• Opens up meaningful dialog (with students) regarding skills and attributes
• Supports adaptive, flexible approaches to implementing assessment
My subjective
recount and
reflection

26. Using technology to support student reflection
Reflection on Reflection: supporting students’ critical reflection
https://youtu.be/EO6kbnDxDzg
Reflecting on Ibises, student activities and film making
https://youtu.be/4HczmskpxdU

27. Using technology to support student reflection
Mark Parry
SAE Creative Media Institute,
Sydney
parryville.com.au
Questions