G235 1a) combi questions
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This document provides guidance for students on preparing for a 1a exam question. It instructs students to work in groups to identify tasks they completed for coursework that involved multiple skills. It then provides an example essay plan for answering a 1a question and pairs students to create detailed plans for sample exam questions that combine two skill areas. Students will present their essay plans for feedback to improve their exam preparation.
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Research and Planning 2015
1. Research and planning are important skills for media production. They involve both primary research like questionnaires and secondary research from sources like books and articles.
2. It is important to consider factors like cost, accessibility, time, reliability, accuracy, bias, validity, and usefulness when evaluating different research sources and methods.
3. Organization of research, time, personnel, equipment, and planning materials is also critical. Skills in these areas improve from AS to A2 levels.
4. Research and planning inform practical productions by contributing to understanding of genre, audience, and other relevant topics. Feedback also allows improving productions. Overall, these skills grow increasingly important for creative media work over time.
Crit perspectives exam
This document provides guidance for students preparing for exam questions that require reflective writing about their production work. It discusses two exam questions - 1a, which asks students to reflect on their skills development across all their production work, and 1b, which asks students to analyze one of their projects using a key media concept. For question 1a, the document emphasizes thorough preparation and planning. It also provides tips on approaching different focus areas like creativity, digital technology, and using conventions. For question 1b, it stresses showing understanding of relevant media theory and gives examples of critical approaches for different concepts. Students are then instructed to prepare presentations on theories for their classmates.
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This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
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This document provides guidance for students preparing for Section A, Question 1a of the G325 Critical Perspectives in Media exam. It breaks down the question, explains how it is marked, and provides examples of potential questions focused on skills development. Key points:
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- Answers are marked on explanation/analysis (20 marks), examples (20 marks), and terminology (10 marks).
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This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
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This document outlines tasks for 5 groups to examine different aspects of a lesson plan based on required Curriculum Outcomes and Indicators. Group 1 is asked to identify which parts demonstrate the COIs and explain how. Group 2 is given the same task. Group 3 is asked to list and analyze guide questions. Group 4 is also asked to list and analyze guide questions, rewriting them using a different taxonomy. Group 5 is asked to provide suggestions to enhance the lesson plan and list relevant teaching theories.
Collected exam prep
The document provides information for students preparing for an exam that makes up 60% of a module. It discusses the pass marks needed in the exam to pass the module overall or to receive different grades. It also lists the areas students should focus on revising, including attending lectures, participating in seminars, completing readings, and participating in a debate. The document outlines the exam format, which includes three sections with three questions each that students must answer. It provides tips for answering questions, such as understanding the key words and outlining how the question will be addressed. It discusses what examiners look for in terms of demonstrating knowledge, applying concepts, employing sources, and showing critical thinking. Outstanding answers are said to engage thoroughly with issues and
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This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
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This document outlines the requirements for two fashion design assessments. Assessment 1 involves creating a process journal to document design research and experimentation over 5 weeks. Assessment 2 involves using the research from Assessment 1 to inform the design of a 3-piece fashion series. For Assessment 2, students must first develop a body of design research exploring a chosen theme. This research is documented in a process journal and must include written research as well as 3 creative tasks selected from options like collage, fabric manipulation, or illustration. Students then use this research to design their 3-piece fashion series, presenting illustrations and technical drawings of the designs in a lookbook. Strict submission deadlines, formatting guidelines, and assessment criteria are provided.
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This document outlines the steps for developing classroom assessment tools, including constructing a table of specification (TOS). It defines a TOS as a two-way chart that describes test topics and the number of items per topic. The document explains how to prepare a TOS by listing topics, determining objectives, specifying time spent on topics, determining percentage allocation per topic, and distributing items to objectives. An example shows how to calculate the percentage and number of items for a specific topic.
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Lesson 1.1 Familiarize Yourself with Project Work, Timeline, and Group Members
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G235 1a) combi questions
- 1. Learning Objectives: • Understand the wording of 1a exam questions. • Consider how different skill areas can be combined in questions.
- 2. Group task • Think back to when we made our list of all the tasks we completed towards each piece of coursework. • In groups, list tasks which you think fall into more than one category. • (e.g. youtube used for research and planning, but also counts as using digital technology, etc.)
- 3. Question 1a: The basic essay plan 1) Intro 2) Examples from AS pre-production, linked to explanation of how these were developed at A2. 3) Examples from AS production, linked to explanation of how these were developed at A2. 4) Examples from AS post-production, linked to explanation of how these were developed at A2. 5) Conclusion – answer the question.
- 4. Pair essay planning • Some exam questions for 1a combine two skill areas. • Each pair will take one question and create a detailed essay plan. 1. Evaluate how you creatively drew upon and/ or developed conventions of real media products. 2. Describe how you developed research and planning skills for media production and evaluate how these skills contributed to creative decision making. 3. Evaluate how you developed research and planning skills throughout the course and how these skills affected how you drew on conventions of real media texts. 4. Describe how your skills with digital technology developed throughout the course and how this contributed to your creative decsion making.
- 5. Feedback • Pairs will present their plans to the class. • Be prepared to say what they have done well, and make suggestions for improvement.
- 6. Feedback • Pairs will present their plans to the class. • Be prepared to say what they have done well, and make suggestions for improvement.