JuxtaLearn WP3 Reflective Performance - first year review
•Download as PPTX, PDF•
0 likes•331 views
In the JuxtaLearn learning process work package 3 is step 4 – perform, right in the middle of the JxL process, interlinking the starting pedagogy with the later steps – edit and share. To perform, is a means for students to reflect on the threshold concepts that the teacher has interpreted for them. Turning that reflection into a video performance demonstrates the quality of their understanding and their engagement with the concepts.
Recommended
More Related Content
Similar to JuxtaLearn WP3 Reflective Performance - first year review
Similar to JuxtaLearn WP3 Reflective Performance - first year review (20)
Recently uploaded
Recently uploaded (20)
JuxtaLearn WP3 Reflective Performance - first year review
- 1. JuxtaLearn WP3: reflective performance Catcher Media Liz Hartnett Rick Goldsmith Nov 2013
- 4. Work package 3: aims 1. Understand relationship between performance and engagement. 2. Specify reflective performance requirements 3. Understand & orchestrate situated filming, editing and sharing. 4
- 5. We’ve delivered • D3.1 in-situ orchestration factors (month 9) were identified & mapped, based on workshops & interviews • D3.2 performance framework (month 12) provides requirements for performance 5
- 6. Next deliverables • D3.3 Performance specification (month 18) • D3.4 Use case workshops (month 24) • D3.5 Service scenario documentation (month 30) 6
- 7. Performance – the process • • • • • Development Pre-production Production Post-production Upload & screening 7
- 8. Aiming to orchestrate • Orchestration factors: – the interplay of classroom activities, timing and guidance • Orchestrating a classroom or a performance 8
- 9. Roles: the orchestrator A performance has a director, a producer, actors and an audience. • Who directs a JuxtaLearn performance? • Who directs the learning? • Who produces the learning? 9
- 10. How do orchestration & performance link with WP2? 10
- 11. Creativity • “Arrive at a new idea when you need one” (Claxton, 1998) • Juxtapose new solutions with standard 11
- 12. How does performance link with WP2? Boundary objects “Objects that are shared and sharable across different key parties are boundary objects” (Carlile, 2002, Bechky, 2003, Star and Griesemer, 1989) • Pedagogical palette • Story board • Performance scripts Knowledge boundaries • Syntactic • Semantic • Pragmatic 12
- 13. How WP3 helps interpret Object role To transfer knowledge JuxtaLearn objects Pedagogical palette of threshold concepts, and storyboard (syntactic boundary) To translate knowledge Storyboard and script work at the preproduction stage. (semantic boundary) To transform knowledge (Pragmatic boundary) Script but teacher intervention is required to reduce conflict, guide students & draw their attention to TC. At production stage, the editing process works on the unfinished video product. 13
- 14. JuxtaLearn video making is participative Participative video making informs the JuxtaLearn process: students collaboratively interpret, perform, edit & share their understanding of concepts through video, to reflect and learn. 14
- 15. Performance is dramatic play Dramatic playing that assumes intent to share with an audience (Bolton, 1984). “they have to understand what they are presenting to an audience and how that audience is going to understand it.” (drama teacher) 15
- 16. Performance is self-presentation Performance presents the self to an audience 16
- 17. Sharing performance with an audience Performance palette • • • • • • Performance options Technology Genre Roles Props Assets 17
- 18. Take home • The role of boundary objects in orchestrating the JuxtaLearn performance • The effect of performance on the audience 18
- 19. Questions? Contact Catcher Media through eLiz.Hartnett@open.ac.uk 19
Editor's Notes
- The knowledge of performance that we bring to the project is central.
- In the Jxl learning process WP3 is step 4 – perform, right in the middle of the JxL process. It interlinks the starting pedagogy with the later steps – edit and share. To perform, for students is a means to reflect on the TC that the teacher has interpreted for them. Turning that reflection into a video performance demonstrates the quality of their understanding and their engagement with the concepts.
- In the Jxl learning process WP3 is step 4 – perform, right in the middle of the JxL process. It interlinks the starting pedagogy with the later steps – edit and share. To perform, for students is a means to reflect on the TC that the teacher has interpreted for them. Turning that reflection into a video performance demonstrates the quality of their understanding and their engagement with the concepts.
- We’ve delivered twice already.
- The next deliverable D3.3 grows from the requirements discussed in D3.2 The D3.4 Use case workshops is to refine the performance orchestration issues for filming, editing & sharing D3.5 Service scenario documentation (month 30) – this is guidance documentation for orchestrating filming, editing and sharing,
- At development, research other videos. Get ideas.At pre-production, the logistics – get the props, do location recce, cast. Write script & draw up storyboard.At production, perform and shootAt post-production, reflect & edit.At the final stage, market & distribute the uploaded video to share with a wider audience. We need to think about performance and orchestrating that performance. We have orchestrating the classroom and orchestrating performance is a subset of that orchestration. Use hands to draw a large circle and then a smaller circle within it.
- So you have orchestrating of performance within orchestration of a classroom.Teachers need guidance to orchestrate classroom activities, and video making is another activity. In the JxL process, both teachers and students need guidance. to clarify how orchestration of the classroom relates to orchestration of performance.the JuxtaLearn process involves the students in project management activities that are vital to a video making process
- Remember these four roles – we come back to them.The students direct the film; the teacher is a producer and a director of learning in that he/she orchestrates the logistics of resources and time, and has the power to give permissions to use those resources. The teacher probably has the wherewithal to provide props. The teacher is a director - the director of learning, and the producer of learning. But that implies that students have no control over their own learning - a question .. , but perhaps is something that JxL is assuming, or is researching. Look up SugataMitra'sself-organising groups.
- Look at creativity for a moment because the process of creativity involves interpreting associations between knowledge areas.
- creativity could be the ability to innovate or to arrive at a good idea when you need one (Claxton, 2011). Creativity requires forming new patterns that meet the specification or are usefulThe process involves interpreting associations into useful new combinations. a creative answer is both useful within given requirements and original. The more familiar associations are, the less likely you are to find creative solutions. Conversely, the more associations evoked, the more likely it is that you will find a creative solution because something will mediate as a bridge to make combinations easier.This is the heart of the JuxtaLearn process – this is where we get juxtaposed understanding
- Boundary objects associate across knowledge boundaries. At a syntactic boundary you find a shared and sufficient syntax At a semantic boundary you findthat differences of meaning exist/emerge, so individuals have different interpretations of word/event At a pragmatic boundary you findthat "differences in knowledge are not always adequately specified as differences in degree /interpretation, but that knowledge is localized, embedded, and invested in practice."
- Participants use various objects and various stages, and these objects help to interpret by working with knowledge to transfer, translate and transform it. I’ll explain the objects’ influences on the JxL process.The pedagogical palette allows the teacher to transfer knowledge of the syntax and vocabulary to the students. so students and teacher develop a shared language, thus crossing the syntactic boundary.The storyboards and script allow students to translate and share their knowledge to something meaningful, thus crossing the semantic boundary.The script draws attention to conflicting understandings of the concepts. Teachers don’t understand what students don’t understand because the teachers’ knowledge is embedded in practice but the script draws attention to conflicts, so the teacher can help the students edit the words and reflect on their work, thus crossing the pragmatic boundary, Boundary objects help students and teachers creatively cross these knowledge boundaries.
- Participative video making – you have to do this together. Doing reflection and learning together.High student participation means that teacher orchestration is essential for these activities, to manage a structured, equitable, and productive participation.Rick has run such workshops, which I observed and we reported on in D3.1What is performance? Consider two characteristics of performance.
- We’re building the perform step round the idea of participative video making. We’re not talking about performance in terms of assessment, 9 out 10. We’re talking about drama here – acting, creating action to present to an audience. And we think about who that audience is. Which brings us to the second point:
- Presenting yourself – as a scary black belt – with a wedding ring – what does that say about you?We all present something of ourselves. How we stand, what we wear says something. Here, the black belt on this tae kwon teacher says something about her skills, but the ring also says something about her life. In the WP3 video, you saw students dressed in white coats, thus parodying the stereotypical scientist, but remember they were also wearing googles, which you need for safety in a lab. Not only were the student imitating the scientist, but they were taking on the identity of the scientist, including safe behaviour.We need to bear the audience in mind at the perform step because at a later step students share their performance with others in public displays and on the web. Not only then, but earlier, at that perform step, students collaborate to create the video. So they are presenting themselves to each other, some personalities stronger, some shyer.
- WP3 feeds into the web design and large screen displays. In D3.1 and D3.2, we have identified options of roles, genres, and performance types from which we’re designing a palette of performance options that will include Performance options: dance, sock puppets,Technology: codecs, iPads, DSLR or flip videoGenre: comedy, documentaryRoles: the previous four mentioned but others such as sound recordistProps: Marilyn Monroe’s white skirt, audio, text,