Hybrid Documentary Forms
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The document discusses interactive and participatory documentaries that use social media. It defines documentaries as providing opportunities to witness other lives from the same historical time period. It then discusses the key elements of an interactive documentary project, including having a clear concept or theme, planning production, post-production which includes testing, completion, and evaluation. The document provides guidance on each stage of creating an interactive documentary using social media.
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Creativity In A2 Media
Creativity can be developed through self-evaluation of one's progress, consideration of influences, and openness to new ideas. The document discusses evaluating how various factors like technology, research, influences, and skill development have helped or limited creativity. It also addresses defining creativity, considering it a common ability involving problem-solving and rearranging ideas, rather than only originality. Creativity results from an interaction between an individual and their culture and field.
Social action practical coursework launch with research intro
The document provides instructions for students beginning a coursework project to produce a public information film (PIF). Students will work in small groups to: 1) research a topic for their PIF, 2) pitch their idea to the class, 3) plan and produce a 30-60 second film, and 4) write an evaluation. They are given deadlines and grading criteria. The document reviews different research methods and their strengths and weaknesses to help students in their initial research phase before pitching their idea.
G325 1a - Creativity
This document discusses creativity and provides guidance for evaluating one's own creative activities and coursework. It defines creativity as thinking imaginatively and outside conventions to generate something original. Creativity involves purposefully using skills and influences to communicate new ideas or perspectives. The document encourages relating coursework to concepts of creativity, narrative, representation, genre, technology affordances, and intended audience or purpose. Students are prompted to reflect on how their social environment and technical skills influenced their creative processes and products.
Evaluation1
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
Using real media conventions
This document provides guidance for summarizing the progression of skills and understanding of real media conventions from AS to A2 levels. It suggests discussing how basic skills like textual analysis, shot types, and genre knowledge developed between preliminary and main tasks. Features of print like layout, images and video like editing should be analyzed. Theorists like semiotics can relate decisions to genre expectations. Continuity across platforms is key. Being reflective on how conventions shaped the quality and genre fit of final productions is important.
A2 media studies exam – it’s closer than
The document summarizes the importance of blogging and preparing effectively for the A2 Media Studies exam through three stories:
1) A group of lazy Media Studies students ignored writing, blogging, and research monsters in Year 12 and 13, focusing only on practical work. They failed in the exam when these skills were tested.
2) The exam will assess skills and development across all coursework projects through questions about digital technology, creativity, research, and more.
3) Students are instructed to set up a blog and production journal to document their A2 music video coursework process, addressing areas like genre and narrative. This will help them write about their work and progress in the exam.
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
Evaluation
Your evaluation must be submitted electronically and address 7 questions related to how your media product used or challenged conventions, represented social groups, and would be distributed. It should also discuss what you learned about technologies and the progression from your preliminary work. The evaluation is an opportunity to showcase your learning in a creative format using images, audio, and video.
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Creativity In A2 Media
Creativity can be developed through self-evaluation of one's progress, consideration of influences, and openness to new ideas. The document discusses evaluating how various factors like technology, research, influences, and skill development have helped or limited creativity. It also addresses defining creativity, considering it a common ability involving problem-solving and rearranging ideas, rather than only originality. Creativity results from an interaction between an individual and their culture and field.
Social action practical coursework launch with research intro
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G325 1a - Creativity
This document discusses creativity and provides guidance for evaluating one's own creative activities and coursework. It defines creativity as thinking imaginatively and outside conventions to generate something original. Creativity involves purposefully using skills and influences to communicate new ideas or perspectives. The document encourages relating coursework to concepts of creativity, narrative, representation, genre, technology affordances, and intended audience or purpose. Students are prompted to reflect on how their social environment and technical skills influenced their creative processes and products.
Evaluation1
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
Using real media conventions
This document provides guidance for summarizing the progression of skills and understanding of real media conventions from AS to A2 levels. It suggests discussing how basic skills like textual analysis, shot types, and genre knowledge developed between preliminary and main tasks. Features of print like layout, images and video like editing should be analyzed. Theorists like semiotics can relate decisions to genre expectations. Continuity across platforms is key. Being reflective on how conventions shaped the quality and genre fit of final productions is important.
A2 media studies exam – it’s closer than
The document summarizes the importance of blogging and preparing effectively for the A2 Media Studies exam through three stories:
1) A group of lazy Media Studies students ignored writing, blogging, and research monsters in Year 12 and 13, focusing only on practical work. They failed in the exam when these skills were tested.
2) The exam will assess skills and development across all coursework projects through questions about digital technology, creativity, research, and more.
3) Students are instructed to set up a blog and production journal to document their A2 music video coursework process, addressing areas like genre and narrative. This will help them write about their work and progress in the exam.
Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
Evaluation
Your evaluation must be submitted electronically and address 7 questions related to how your media product used or challenged conventions, represented social groups, and would be distributed. It should also discuss what you learned about technologies and the progression from your preliminary work. The evaluation is an opportunity to showcase your learning in a creative format using images, audio, and video.
G325 Q1a
Question 1(a) requires the student to describe and evaluate their skills development over the course of their media production work from foundation to advanced portfolio. This includes skills in areas like digital technology, research and planning, post-production, using conventions from real media texts, and creativity. The student must pick one or two specific skills areas to focus on, and provide examples from their coursework to demonstrate how their skills progressed over time. Well-structured answers will include an introduction, paragraphs addressing early and later projects to show development, and a conclusion.
Ken Shelton: Producing a Public Service Announcement
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Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
Question 1a Research and Planning
1. The document discusses the importance of research and planning skills for media coursework, highlighting key learnings from AS to A2 levels. It covers types of primary and secondary research, advantages and disadvantages of different research sources, and organizing research materials.
2. Planning requirements like organizing time, personnel, equipment are discussed. Working individually and in groups is compared. Organization of planning materials and use of digital technology to aid the process is also covered.
3. Presentation of research and planning is addressed, emphasizing use of creativity and digital technology to enhance presentation of materials like audience feedback on blogs.
Crit perspectives exam 1
This document provides guidance for students on reflecting on their production work for a media studies exam. It includes 10 tips for reflective writing that emphasize focusing on creative decisions, theoretical understanding, process evaluation, using examples, and adopting a metadiscourse. It also gives specific guidance on preparing responses for questions about skills development, creativity, research/planning, post-production, and using conventions from real media texts. Students are advised to thoroughly plan and prepare examples from their work across all tasks and topics.
Creativity
The document provides guidance for a student to evaluate the development of their creativity in media coursework from AS to A2 level. It prompts the student to think of examples that show original and creative elements in their work, as well as influences and how they expressed their chosen genre. The student is asked to consider how successfully their products would appeal to audiences and how their creativity progressed specifically in production techniques. An essay plan is requested to answer how the student's creativity developed through their coursework productions, referring to a range of examples over time and including specific supporting details. The student is asked whether their plan would achieve a Level 4 in assessment criteria.
Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Ken Shelton: Producing a Public Service Announcement
This document provides guidance for middle school students to produce a public service announcement (PSA) about an important teen health topic. Students will research their topic, create a storyboard, film and edit a 30-60 second PSA communicating key information and resources, and publish it online. The PSA will be assessed based on conveying the message effectively within time limits, including credits and references for further information, and demonstrating creativity, collaboration, research, critical thinking and problem solving skills.
G325 revision guide
This document provides guidance for students taking the A2 Critical Perspectives exam. It outlines the two sections of the exam - Section A focuses on evaluating a student's own media productions, while Section B involves analyzing a contemporary media issue. For Section A, students will answer one question about how their skills have developed from AS to A2 levels. They should discuss topics like digital technology, creativity, research and planning, post-production, or conventions in relation to real examples from their work. Proper research and planning were essential to developing creativity and high-quality finished products. Overall, the document offers advice on how to structure answers to maximize grades by thoroughly evaluating skill development topics rather than just describing them.
AS media evaluation_2015
The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
Revamped blog checklist with what should already be completed.
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This document provides instructions for students to evaluate their AS coursework skills for their upcoming A2 exam. Over the next 3 weeks, students will create revision documents analyzing the skills they developed in areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are asked to use various digital tools like Slideshare, Prezi, and Jing to create and display their work. They should consider the software and hardware used in their AS coursework, and reflect on topics like their creative decisions, research methods, post-production process, and application of industry conventions. All documents must be saved and ready to upload to a new A2 blog by the deadline.
How Teaching UX is One Giant Participatory Design Experiment
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1 research and planning
This document outlines the requirements and aims of researching and planning for a media production coursework project. It discusses the importance of thorough pre-production research and planning, using both primary and secondary sources. A range of research methods and planning tools are described, including audience feedback collection and utilization of production schedules. The document emphasizes organizing research findings through blogging and digital tools. It suggests students' research and planning skills should improve between lower and upper sixth form levels of the course.
A2 G325: Critical Perspectives in the Media (Section A)
This document provides guidance for students preparing for Section A of the A2 G325 Critical Perspectives in Media exam. Section A consists of two compulsory questions assessing students' theoretical evaluation of their practical production work. Question 1a requires students to reflect on the development of their skills over all their production work from AS to A2 levels. Question 1b requires analysis of one selected production in relation to a key theoretical concept. The document offers advice on preparing responses, including creating a timeline of all work and focusing answers on areas of the mark scheme. It also provides prompts for students to reflect on their creativity and use of digital technology in their practical work.
Creativity
The document discusses creativity in the context of a media studies coursework. It provides guidance on reflecting on the development of creativity over the course of the media projects. Some key points covered include defining creativity as bringing something new into existence, considering original and influenced elements of works, and how technology may enhance or limit creativity. Students are prompted to think about creative skills used, how genre influenced their work, and if they overcame any blocks or limits to their creativity.
G325 q1a Research & Planning notes
This document outlines the aims, planning activities, impact, and skills developed for research and planning over the course of an AS/A2 media course. The aims are to ensure a range of research beyond conventions, relate findings to production decisions and outcomes, and provide examples of skills developed. Planning activities include drafting ideas, storyboarding, locations, scripts, scheduling, and allocating tasks. The impact of planning on productions and lessons learned are discussed. Research and planning skills are evaluated for progression over the course, including quality, efficiency, depth, and use of technologies.
A2 Media Studies - G325-1A Theoretical Evaluation
This document provides guidance and examples for answering Question 1A on the A2 Media Studies exam. It discusses the requirements of Question 1A, which involves describing and evaluating the student's skills development over their production work from AS to A2. It offers tips on writing an evaluative essay, including establishing a clear topic, judgment, persuasive argument, impartial tone, and obvious organization. It provides examples of strong and weak responses. The document aims to prepare students to successfully answer Question 1A through understanding the question, using examples, and demonstrating progression in skills from AS to A2 level work.
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The document discusses the positives and negatives of planning a project. Positives included creating a detailed shot list, planning interview questions, and researching common conventions. However, the planning lacked details on filming logistics like equipment and locations. It also included unrelated photos too early in a mind map. Overall, the planning was helpful for understanding conventions but could have been more practical in scoping filming details and testing locations.
Questions-Past Student
This document summarizes a student's responses to 7 questions about their media production project. For question 1, the student discussed how they developed conventions from their research into their short film. For question 2, they used a slideshow to break down how their film represented different social groups. For question 3, they used Prezi to discuss two film companies that might distribute their film and why. They also discussed online distribution. For question 4, they created a stop motion to discuss their target audience. For question 5, they made a sequel to describe how they appealed to their audience. For question 6, they discussed what technologies helped them most to construct their film. For question 7, they made a video response reflecting on improvements from their preliminary
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The document discusses the relationship between self-imaging, narratives, and trauma through analyzing several artworks including Goya's Self-Portrait after Illness of 1792-93, Frida Kahlo's The Broken Column (1944), and various self-portraits by Jo Spence that depict her experiences with illness and recovery. It also references quotes about transporting a self-portrait and the unsettling effects it can have, as well as a series of mobile phone self-portraits created between 2006.
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G325 Q1a
Question 1(a) requires the student to describe and evaluate their skills development over the course of their media production work from foundation to advanced portfolio. This includes skills in areas like digital technology, research and planning, post-production, using conventions from real media texts, and creativity. The student must pick one or two specific skills areas to focus on, and provide examples from their coursework to demonstrate how their skills progressed over time. Well-structured answers will include an introduction, paragraphs addressing early and later projects to show development, and a conclusion.
Ken Shelton: Producing a Public Service Announcement
The document outlines an assignment for students to produce a public service announcement (PSA) on a teen health topic. Students are instructed to identify a topic, develop key questions to guide their research, create a mind map of search terms, research the topic online using specified search engines and tools, write a treatment and script, storyboard their PSA, film based on the script and storyboard, edit the footage, and publish and reflect on their final PSA. The goal is for students to effectively communicate an important health message to their peers.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
Question 1a Research and Planning
1. The document discusses the importance of research and planning skills for media coursework, highlighting key learnings from AS to A2 levels. It covers types of primary and secondary research, advantages and disadvantages of different research sources, and organizing research materials.
2. Planning requirements like organizing time, personnel, equipment are discussed. Working individually and in groups is compared. Organization of planning materials and use of digital technology to aid the process is also covered.
3. Presentation of research and planning is addressed, emphasizing use of creativity and digital technology to enhance presentation of materials like audience feedback on blogs.
Crit perspectives exam 1
This document provides guidance for students on reflecting on their production work for a media studies exam. It includes 10 tips for reflective writing that emphasize focusing on creative decisions, theoretical understanding, process evaluation, using examples, and adopting a metadiscourse. It also gives specific guidance on preparing responses for questions about skills development, creativity, research/planning, post-production, and using conventions from real media texts. Students are advised to thoroughly plan and prepare examples from their work across all tasks and topics.
Creativity
The document provides guidance for a student to evaluate the development of their creativity in media coursework from AS to A2 level. It prompts the student to think of examples that show original and creative elements in their work, as well as influences and how they expressed their chosen genre. The student is asked to consider how successfully their products would appeal to audiences and how their creativity progressed specifically in production techniques. An essay plan is requested to answer how the student's creativity developed through their coursework productions, referring to a range of examples over time and including specific supporting details. The student is asked whether their plan would achieve a Level 4 in assessment criteria.
Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Ken Shelton: Producing a Public Service Announcement
This document provides guidance for middle school students to produce a public service announcement (PSA) about an important teen health topic. Students will research their topic, create a storyboard, film and edit a 30-60 second PSA communicating key information and resources, and publish it online. The PSA will be assessed based on conveying the message effectively within time limits, including credits and references for further information, and demonstrating creativity, collaboration, research, critical thinking and problem solving skills.
G325 revision guide
This document provides guidance for students taking the A2 Critical Perspectives exam. It outlines the two sections of the exam - Section A focuses on evaluating a student's own media productions, while Section B involves analyzing a contemporary media issue. For Section A, students will answer one question about how their skills have developed from AS to A2 levels. They should discuss topics like digital technology, creativity, research and planning, post-production, or conventions in relation to real examples from their work. Proper research and planning were essential to developing creativity and high-quality finished products. Overall, the document offers advice on how to structure answers to maximize grades by thoroughly evaluating skill development topics rather than just describing them.
AS media evaluation_2015
The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
Revamped blog checklist with what should already be completed.
Year 13 detailed blog list to help with G324. The highlighted sections should be already on your blog.
Intro to a2 course g325 critical perspectives in media - question a
This document provides instructions for students to evaluate their AS coursework skills for their upcoming A2 exam. Over the next 3 weeks, students will create revision documents analyzing the skills they developed in areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are asked to use various digital tools like Slideshare, Prezi, and Jing to create and display their work. They should consider the software and hardware used in their AS coursework, and reflect on topics like their creative decisions, research methods, post-production process, and application of industry conventions. All documents must be saved and ready to upload to a new A2 blog by the deadline.
How Teaching UX is One Giant Participatory Design Experiment
Talk given at the UX Antwerp Meet Up - 05-26-2015
Teaching UX (and anything in general) is a large exercise in understanding how others learn and building empathy towards them. You’re teaching people from 24 years old a few years out of university all the way up to 50-something years old and whom are lawyers. You have to be able to make people comfortable enough to acknowledge what they don’t know and not be ashamed of learning. We’ll go through the fun part of teaching and the dark side while translating teaching methods into ways to help your clients understand your design process.
1 research and planning
This document outlines the requirements and aims of researching and planning for a media production coursework project. It discusses the importance of thorough pre-production research and planning, using both primary and secondary sources. A range of research methods and planning tools are described, including audience feedback collection and utilization of production schedules. The document emphasizes organizing research findings through blogging and digital tools. It suggests students' research and planning skills should improve between lower and upper sixth form levels of the course.
A2 G325: Critical Perspectives in the Media (Section A)
This document provides guidance for students preparing for Section A of the A2 G325 Critical Perspectives in Media exam. Section A consists of two compulsory questions assessing students' theoretical evaluation of their practical production work. Question 1a requires students to reflect on the development of their skills over all their production work from AS to A2 levels. Question 1b requires analysis of one selected production in relation to a key theoretical concept. The document offers advice on preparing responses, including creating a timeline of all work and focusing answers on areas of the mark scheme. It also provides prompts for students to reflect on their creativity and use of digital technology in their practical work.
Creativity
The document discusses creativity in the context of a media studies coursework. It provides guidance on reflecting on the development of creativity over the course of the media projects. Some key points covered include defining creativity as bringing something new into existence, considering original and influenced elements of works, and how technology may enhance or limit creativity. Students are prompted to think about creative skills used, how genre influenced their work, and if they overcame any blocks or limits to their creativity.
G325 q1a Research & Planning notes
This document outlines the aims, planning activities, impact, and skills developed for research and planning over the course of an AS/A2 media course. The aims are to ensure a range of research beyond conventions, relate findings to production decisions and outcomes, and provide examples of skills developed. Planning activities include drafting ideas, storyboarding, locations, scripts, scheduling, and allocating tasks. The impact of planning on productions and lessons learned are discussed. Research and planning skills are evaluated for progression over the course, including quality, efficiency, depth, and use of technologies.
A2 Media Studies - G325-1A Theoretical Evaluation
This document provides guidance and examples for answering Question 1A on the A2 Media Studies exam. It discusses the requirements of Question 1A, which involves describing and evaluating the student's skills development over their production work from AS to A2. It offers tips on writing an evaluative essay, including establishing a clear topic, judgment, persuasive argument, impartial tone, and obvious organization. It provides examples of strong and weak responses. The document aims to prepare students to successfully answer Question 1A through understanding the question, using examples, and demonstrating progression in skills from AS to A2 level work.
Evaluation (planning)
The document discusses the positives and negatives of planning a project. Positives included creating a detailed shot list, planning interview questions, and researching common conventions. However, the planning lacked details on filming logistics like equipment and locations. It also included unrelated photos too early in a mind map. Overall, the planning was helpful for understanding conventions but could have been more practical in scoping filming details and testing locations.
Questions-Past Student
This document summarizes a student's responses to 7 questions about their media production project. For question 1, the student discussed how they developed conventions from their research into their short film. For question 2, they used a slideshow to break down how their film represented different social groups. For question 3, they used Prezi to discuss two film companies that might distribute their film and why. They also discussed online distribution. For question 4, they created a stop motion to discuss their target audience. For question 5, they made a sequel to describe how they appealed to their audience. For question 6, they discussed what technologies helped them most to construct their film. For question 7, they made a video response reflecting on improvements from their preliminary
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Ken Shelton: Producing a Public Service Announcement
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Ken Shelton: Producing a Public Service Announcement
Revamped blog checklist with what should already be completed.
Revamped blog checklist with what should already be completed.
Intro to a2 course g325 critical perspectives in media - question a
Intro to a2 course g325 critical perspectives in media - question a
How Teaching UX is One Giant Participatory Design Experiment
How Teaching UX is One Giant Participatory Design Experiment
A2 G325: Critical Perspectives in the Media (Section A)
A2 G325: Critical Perspectives in the Media (Section A)
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The document discusses the relationship between self-imaging, narratives, and trauma through analyzing several artworks including Goya's Self-Portrait after Illness of 1792-93, Frida Kahlo's The Broken Column (1944), and various self-portraits by Jo Spence that depict her experiences with illness and recovery. It also references quotes about transporting a self-portrait and the unsettling effects it can have, as well as a series of mobile phone self-portraits created between 2006.
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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 discusses a lesson on theories of creativity and how students demonstrated creativity in their project work. The aims are to define creativity, discuss how creativity developed from preliminary to main tasks, and explain how this lesson will help answer exam questions. Students will apply what they learned to analyze their own coursework creativity. The document provides discussion questions to help students evaluate their creativity based on theories by Bentley, Gauntlett, Roberts and others. Students are instructed to post their analysis of how their creativity developed through planning, production and using media theory terminology.
Evaluation
This document provides guidance for a media evaluation assignment. It outlines 6 sections to be addressed in the evaluation: 1) analysis of conventions used in the media product, 2) reflection on preliminary and main products, 3) use of new technologies, 4) feedback from audience testing, 5) relevant media institutions, and 6) representation of social groups. For each section, it provides detailed questions and sub-points to be discussed, and emphasizes using evidence and examples from the student's own work. The evaluation should demonstrate an excellent understanding of audience, industry, technologies, and representations in relation to the student's media product.
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Using Social Media to Develop Your Academic Profile and Engage Others in Your...
Using Social Media to Develop Your Academic Profile and Engage Others in Your...EDINA, University of Edinburgh
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Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this activity prompts you to dig deeper and consider the implications posed by the critical analysis of your issue or event in diversity. How does studying diversity affect how you understand yourself, as well as the world around you? You’ll also be challenged to incorporate a dash of creativity to enhance your message.
Multimedia Presentation: For the second part of the project, you will create a multimedia presentation that incorporates audio narration and visuals to articulate how critically analyzing your issue/event in diversity impacts your own framework of perception and ability to constructively engage in society.
PowerPoint: You are required to include a combination of text and visuals in order to support your PowerPoint presentation.
Specifically, the following critical elements (which align to the critical elements required of the presentation in Final Project Part Two) must be addressed:
I. Issue/Event: For this section of your presentation, you will introduce the issue/event and how it relates to issues of diversity and any of the topics that have been discussed in the course.
Using appropriate research strategies, describe a social or global issue/event that is related to issues of diversity. i. What is the origin of the issue?
ii. What is the issue about?
Using appropriate research strategies, describe the impact of the issue/event on society.
i. Who is impacted by the issue?
ii. What is important to know about them?
C. Using relevant research or diverse perspectives, assess how society impacts the chosen issue.
Yourself: This section of your presentation explores how studying diversity influences your individual framework of perception with respect to your discipline of study or profession.
How has critically analyzing your issue/event in diversity informed your individual framework of perception? Consider how it has altered the way you perceive the world.
How can critically analyzing diversity influence your field of study or profession? How can studying diversity inform your understanding of the next big topic of study in your field or profession in the next five to ten years?
Society: This section of your presentation explores how studying diversity enhances your ability to engage constructively in society.
How does critically analyzing diversity add value to how you interact with people and understand social or global issues/events? Supple.
G325 intro section a 1 a
This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
Year 10 extended research project
This document provides information about different types of learners and learning styles. It describes independent learners, team workers, effect participators, self-managers, reflective learners, and creative thinkers. For each learning style, it lists abilities and skills. The document then provides students with briefs and topics for an extended research project. Students are asked to choose a topic to research, consider presentation methods, and complete a lesson plan. The lesson plan template includes tasks, outcomes, presentation modes, and deadlines.
Digital portfolio 1 overview and examples
The document provides guidance on creating a digital portfolio, including what constitutes a digital portfolio, how to structure it, and tips for design and content. It recommends including sections about yourself, your work, resume, and contact information. Examples of purposes for a portfolio and principles like creating content once and publishing everywhere are discussed. Draft layouts, professional portfolio examples, and tips for evaluating student samples are also referenced. The overall document offers a comprehensive overview of developing an effective digital portfolio.
Digital portfolio overview with examples
The document provides guidance on creating a digital portfolio, including what constitutes a digital portfolio, how to structure it, and tips for design and content. It recommends including sections about yourself, your work, resume, and contact information. Examples of purposes for a portfolio and principles like creating content once and publishing everywhere are discussed. Draft layouts, professional portfolio examples, and tips for evaluating student samples are also referenced. The overall document offers a comprehensive overview of developing an effective digital portfolio.
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Communication Skills in Science: Research in 4 minutes (Rin4)
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Evaluation audience
This evaluation form provides guidance for evaluating projects at Level 3 of the Extended Diploma. It outlines sections for an overview of the project, research conducted, development of ideas, outcomes, personal response, evaluation of challenges and successes, analysis of skills developed, and an action plan for future improvements. The evaluator used this template to provide a self-evaluation of their group project focused on creating an online platform appealing to their target demographic of 16-24 year olds interested in nature and the future.
Study Day Revision Section A
This document provides guidance for students on answering questions about reflecting on and analyzing their media productions from AS to A2 levels. It discusses filling out forms to evaluate productions in terms of hardware, software, research, planning, creativity, conventions, editing, sound, effects, theories, language, audience and narrative. Students are asked to rewatch one of their past productions and analyze it using these concepts, treating it as if it was not their own work. The document aims to help students thoughtfully summarize and critique their own creative process and technical skills development.
OCR Revision 1a & 1 b
This document provides guidance for students preparing to answer questions in an OCR Media exam. It discusses previous exam questions and the key areas they assess, including digital technology, research and planning, conventions of real media, post-production, and creativity. It advises students to describe their work and skills development, then reflect on and analyze their learning. It also outlines the types of questions that may be asked about analyzing a student's coursework in relation to representation, genre, narrative, audience, or media language. Suggested theorists are provided for each concept to support student responses.
A2 section a exam tips
The document provides tips and guidance for students taking an A2 examination. It outlines the potential areas that may be covered in Question 1A, including research and planning, digital technology use, post-production, use of real media conventions, and creativity. Students should be prepared to discuss their development and skills across any of these areas by drawing from their project work and evaluations. Question 1B involves analyzing one of the student's own media productions from the perspective of someone who did not create it, using relevant media theories. The document provides suggestions for essay structure and content for answering both questions.
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- 1. Interactive Narratives. Using Social Media to create Hybrid Documentary Forms.
- 2. What is a documentary?
- 3. “ We experience a distinct form of fascination for the opportunity to witness the lives of others when they seem to belong to the same historical world that we do” (Nichols, 2001,p.xi) Taken from Nichols, B. (2001). Introduction to Documentary, Indiana University Press,U.S.A.
- 5. Take a look at some examples of online documentaries. What is an INTERACTIVE or PARTICIPATORY documentary?
- 11. Architecture of a Narrative
- 12. Concept (the core idea or theme) Planning (what skills do you need,etc) Production Post-production (includes testing) Completion (otherwise known as Relief.) Evaluation You need a schedule to guide you through the process. It may look something like this!
- 13. Concept (the core idea or theme) Okay, now that you have your concept, don’t lose sight of your aims and objectives. Write down one sentence that encapsulates What your doco is about. Think of it as a premise, a reminder that you can return to If you get lost and need to get back on track. Eg; An exploration of living in an African Refugee community on the fringe of Melbourne.
- 14. Planning (what skills do you need,etc) You need to plan for production so make sure To minimise potentials problems. Skillbase (Do you need to brush up on photography?). Access to subject. Ethics clearance if necessary. Release forms signed before interview. Research TIME (can the project be achieved within the timeframe?).
- 15. Production Allow time to produce the content. Be aware of what skills you need to do this. Is there pre-existing Content that you can work with, or can others supply the content. Eg; perhaps subjects can be interview themselves on a mobile phone and email or upload the video file. This is an interactive doco, so be innovative and inventive With your use of social media and digital technologies.
- 16. Post-production (includes testing) Start putting all the pieces together. This may include editing and resizing photos /videos to be uploaded. Visiting your architecture/visual guide and organising your work in folders so you know where every piece in the puzzle fits. Organization is vital, you need to be Thorough abouut this from day one.
- 17. Completion (otherwise known as Relief.) Once you have completed the project and tested It for bugs, errors, spelling, links, etc. It’s a good Idea to get a peer to test your project. Take a moment and jot down some thoughts on the process, that’s if you haven’t been already doing that In your blog.
- 18. Evaluation So how did you do? What worked and what would you do differently next time? Reflect on the process and think about the Factors that have influenced the stages of your documentary. What are the valuable aspects of your project? What role did theory play?
- 19. What is a documentary?