Presentation 12 13 10


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Presentation 12 13 10

  1. 1. Jacob Burns Film CenterVirtual Teaching & Learning Platform<br />Emily Keating, IDLE, 12-13-10<br />
  2. 2. Jacob Burns Film Center <br /><ul><li>501(c)3 in Pleasantville, NY
  3. 3. Opened in 2001
  4. 4. The largest institution of its kind in the </li></ul>country<br /><ul><li>Located on a three building, 47,500 </li></ul>square foot campus <br /><ul><li>Our mission is to make film a vibrant </li></ul>part of our community through a vision that uniquely and equally embraces film presentation and education<br /><ul><li></li></li></ul><li>Jacob Burns Film Center<br />Over the past 10 years, the Jacob Burns Film Center (JBFC) has been leading the way for 21st Century media literacy and education, through innovative curriculum and program development and extensive community outreach. Looking forward to the next decade, JBFC plans to enlarge the scope of their mandate geographically, while continuing to innovate and improve their curriculum content and delivery.<br />To that end, JBFC is looking to develop a groundbreaking, interactive, virtual teaching and learning platform that will foster collaborative learning and production, and will reach a broad range of educators and learners. <br />
  5. 5. Media Arts Lab<br />
  6. 6. Education<br />Multiple terms over 10 years:<br /><ul><li>Visual Literacy
  7. 7. Media Literacy
  8. 8. 21st Century Literacy
  9. 9. Literacy</li></li></ul><li>Education<br />The Mission has been consistent<br /><ul><li>Viewing & Doing
  10. 10. Visual, Aural, and Written Texts
  11. 11. Core communication</li></li></ul><li>Education<br />Audience<br /><ul><li>A regional institution
  12. 12. Saturation in Westchester County
  13. 13. Licensing programs in Ohio, Pennsylvania, Massachusetts, and Caracas, Venezuela
  14. 14. Demand for curricula nationally and globally</li></li></ul><li>Education<br />Delivery mechanisms<br /><ul><li>Textbooks
  15. 15. Regional teacher training
  16. 16. Virtual learning</li></li></ul><li>Virtual Learning Platform<br /><ul><li>Funding
  17. 17. Dreaming
  18. 18. Planning</li></li></ul><li>The Project Timeline<br />Discovery<br />Design<br />Platform Production<br />Curriculum & Materials Integration<br />Pilot Launch<br />Pilot Evaluation<br />Full Launch<br />Full Evaluation<br />Future Planning<br />
  19. 19. Virtual Learning Platform<br />
  20. 20. Virtual Learning Platform<br /><ul><li>Request for proposals
  21. 21. Proposals
  22. 22. Hot Studio
  23. 23. Funny Garbage
  24. 24. Flat
  25. 25. Play Science Lab Blenderbox as development partner)</li></li></ul><li>The Project Essence<br />…to here?<br />How do we get from here…<br />
  26. 26. The Development Process<br />The Project Scope<br />
  27. 27. Virtual Learning Platform<br />Important considerations:<br />-Design that will represent the physical space of the JBFC’s Theater and Media Arts Lab. The “look and feel” will be reminiscent of the actual place. <br />-An interface that needs to reach a huge age range of users.<br />-Less conventional learning outcomes.<br />-Finding a developer that has educational, as well as entertainment, experience.<br />
  28. 28. Learning Theory<br /><ul><li>Hybrid Model
  29. 29. Distributed Learning
  30. 30. ARCS
  31. 31. SCORM</li></li></ul><li>Learning Theory<br />A new kind of hybrid model<br />Formal or informal learning?<br />
  32. 32. Learning Theory<br /><ul><li>Generative vs. Supplantive
  33. 33. Positivism
  34. 34. Objectivism
  35. 35. Relativism
  36. 36. Constructivism</li></li></ul><li>Learning Theory<br />Key issue: Motivational Design<br />Learn<br /><ul><li>Learners’ internal characteristics
  37. 37. External tactics
  38. 38. Environmental factorsWork</li></ul>Self-motivate<br />
  39. 39. Learning Theory<br />Collins et al Characteristics:<br /> Transmission:<br /><ul><li>Bandwidth
  40. 40. Interaction
  41. 41. Number of receivers
  42. 42. Negotiability of meaning
  43. 43. Control
  44. 44. Synchronicity
  45. 45. Location</li></ul> Recording:<br /><ul><li>Permanence
  46. 46. Reproduction
  47. 47. Distribution
  48. 48. Modification
  49. 49. Navigability
  50. 50. Surveability</li></ul> Production:<br /><ul><li>Ease of production
  51. 51. Production Costs
  52. 52. Specialization</li></ul> Social:<br /><ul><li>Involvement/emotional distance
  53. 53. Author visibility
  54. 54. Credibility
  55. 55. Isolation/Sociability</li></li></ul><li>An Approach<br /> We wish to take a user-centered approach to design. We start with the user and design intuitive platforms that are easy and fun to use. This approach also takes into consideration the types of situations, or use cases, in which users might interact with the platform. For this new JBFC virtual learning platform, there are a vast array of potential users:<br /><ul><li>Moreover, we expect that this platform will actually be an integrated, multiplatform experience. We will therefore approach the design and development as “platform agnostic” as possible. As technology evolves, so can the platform.</li></li></ul><li>Phase 1: Discovery<br />The first two months of the project will be spent in an in-depth discovery period, where we will work closely to understand the context, needs, and expectations for this platform.<br /> The key to developing an intuitive, effective platform design is to understand the current behaviors, expectations, and needs of your different user groups. We will approach this discovery phase through a variety of methodologies, including:<br />Classroom ethnographies (we sit in on classes and see how teachers implement curricula and students learn)<br />Center ethnographies (we spend time understanding the social atmosphere of the center and the interactions that happen outside of traditional classroom settings)<br />In-depth interviews with members of all stakeholders/user groups <br />Survey-based assessment of current program and platform needs and expectations (both with JBFC organization stakeholders and members)<br />
  56. 56. Phase 1: Discovery<br />Materials, curricula, and systems discovery<br />In addition to understanding our users, we will also need to:<br />do a deep-dive on the different types of teaching materials we have (and plan to have)<br />look through current curricula to understand pedagogical approaches, and <br />look into any current content management or production systems we have in place<br />assess the media editing programs our students are using to understand what the online tools will need to be able to do<br />
  57. 57. Phase 2: Design<br />Based on a one-day co-creation session, and using our understanding of current industry standards and consumer norms, we will spend 2 weeks developing an initial design document for the platform. The design will also take into consideration the business needs of JBFC, so that there are subscription or other monetization strategies integrated into the platform.<br /><ul><li>We will then to revise and refine the design document and get additional JBFC stakeholder input, as necessary.
  58. 58. At the end of 4-6 weeks, we should have a solid enough document (although we expect some modifications based on the user experience research we will conduct throughout the production process), so that we can move forward into full-time production.</li></li></ul><li>Phase 3a: Production<br />Production will start with the building of a solid digital content <br /> management system to organize the JBFC’s asset library in a searchable and editable digital catalog.<br />As the content management system is being populated we will develop the core infrastructure of the site that will enable the creation and editing of courses, user profiles, and the community platform features.<br />Once that is in place, we will start to populate the site with courses and test users and continue to add features to the platform.<br />The last step before the pilot launch would be to integrate a commerce engine into the site (in accordance with the monetization strategies decided upon)<br />While the initial product is being tested, new social and course features will be rolled out as they are created. These include interactive lesson plans, community viewing spaces, cloud-based multimedia editing tools, etc.<br />Finally, we will launch our mobile/tablet platforms to enhance and extend the functionality of the main site<br />
  59. 59. Phase 3b: User Experience<br />Throughout the platform production, we will have a user experience team assessing the usability of the platform. This includes not only professional heuristic evaluation, but also in-person user experience research.<br />The in-person user experience research can be conducted on-site with current JBFC members using mobile user experience equipment.<br />
  60. 60. Phase 4a: Preparation for Launch<br />Prior to the launch of the site, we will also work with to develop a long term analytics, consumer feedback, search engine optimization, and social media marketing strategy for this revolutionary new educational experience.<br />
  61. 61. Phase 4b: Evaluation<br />The hallmark of a great educational and collaborative platform is its ability to improve learning and increase engagement. We will be conducting two rounds of evaluation research to assess these outcomes: one shortly after launch of the pilot platform and one shortly after the full launch. The results of these evaluations will be used to make recommendations both for the platform and for curricular and pedagogical approaches.<br />Pilot Evaluation<br />This evaluation will be aimed at getting initial feedback as to the viability of the platform to:<br />enhance collaboration, <br />provide effective teaching and learning experiences, and<br />engage current JBFC students and faculty<br />This will be conducted with current JBFC members and faculty, within the closed beta pilot environment.<br />