Media business education project


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Vocational media research project.
BTEC Creative Media.

Published in: Education, Business
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Media business education project

  1. 1. Exploring skills for employment in the media industry An investigation into classroom strategies Victoria Grace Walden Teacher of Media, Strode’s College PhD candidate, Queen Mary, ULU
  2. 2. AIM To develop a scheme of work and resources for vocational media teachers which helps them deliver a curriculum suitable for developing the skills young people need to thrive in the media industry.
  3. 3. Autumn Term: Progress BEFORE Preliminary secondary reading: media education & media industry skills NOW Secondary reading: vocational education & pedagogy Primary research: Organisations, industry survey, Teacher interviews, student survey Development: scheme of work, lesson plans, resources
  4. 4. Findings - recap Media vocational education • Public perception of media = academic emphasis in media education • Led vocational media still to be taught with ‘academic slant’ - ‘pre-vocational’ Media industry • • One of the UK’s most successful sectors Striking skills gaps: business management skills (not the focus of media vocational curriculums) Vocational education • • Wolf: Need to develop English and maths skills, employability and work skills But... Scepticism about large scale reform • Good practice: project-centred learning, real-life scenarios, simulations, competition, modelling, reflection, problem-solving, and creative and critical thinking
  5. 5. Conclusions • ’21st century industry focus’ = business / project management skills • Educational space, not just workplace simulation • Heed Wolf’s warning and history of Diploma: is it time for something completely different or is it more productive to think about how those on the frontline can develop students’ skills within existing frameworks? • Good practice: business management methodology meets excellent pedagogical practice (both have similar aims). • Focus: • • • • • • Developing independent learners who take responsibility for their own development Reflective learners Problem-solvers Creative and critical thinkers Adapt their thinking skills to different scenarios Industry scenarios but with feedback, support and guidance from teachers We cannot predict the shape of the media industry in the future (it changes so rapidly), but we can help prepare young people to be those at the front of these yet unknown developments.
  6. 6. Survey: Professionals V students Professionals: Most important: Project management Creative thinking Problem-solving Professional English Recognised courses: BTEC / 1 mention of A Levels Students: 70% largest proportion of industry jobs are creative & technical Project management is most important aspect. Then: Creative thinking Technical skills Design and Creative skills (Entrepreneurial skills and Professional English were scored very low) [Students have misconceptions about terms ‘project management’ and ‘creative thinking’
  7. 7. Aims of classroom strategies • A structure with purpose needs: – Instruction/ modelling – • • student-centred approach Transparent learning process – Real-life scenarios and simulations • • • • Competition problem-solving thinking creatively and critically Open problems – Support of industry professionals • • Inspiration contextualise learning – Reflection and evaluation • • ‘agile’ project management Self-reflection
  8. 8. The project • Teaching instructional pack • Live brief • Online blog space: tracking the project and resource sharing • Business strategy and excellent pedagogical practice
  9. 9. Pedagogy Education • Student-centric • Personalised learning experience (students define own deadlines) • Creative thinking exercises • Application of creative thinking techniques • Reflective learning • Flipped vocational classroom – large amount of the doing is completed in own time • Contextualised, project-based learning Business skills • • Agile project management SCRUMS: – – – – 5m: Define project backlog (list of project requirements as priorities, what is the next sprint) 15m: KICKOFF: Define the sprint backlog 10m: SPRINT PLANNING: Develop schedule (how long will each task take realistically and who will do them) 10m: DAILY SCRUM: Individuals state: • What did you do since last scrum? • What are you doing until the next scrum? • What is stopping you getting on with your work? (NOTE: This is about making commitments rather than blame or problem-solving) – 5m: SPRINT REVIEW MEETING: Scrum’s plan is presented to the client (teacher) –informal meeting based on negotiation and discussion – EACH SCRUM: New version of the scrum artifacts should be saved: • • • Product backlog Sprint backlog Burnout charts
  10. 10. SOW: Week example Monday Training day Tuesday Wednesday Thursday Friday This lesson is dedicated to ‘training’: 1st ½ of lesson: STARTER: Creative thinking task 1st ½ of lesson: STARTER: Creative thinking task 1st ½ of lesson: STARTER: Creative thinking task 1st ½ of lesson: STARTER: Creative thinking task GROUPS: Apply thinking from starter to own project GROUPS: Apply thinking from starter to own project GROUPS: Apply thinking from starter to own project GROUPS: Apply thinking from starter to own project SCRUM SCRUM SCRUM SCRUM 2nd ½ of lesson: Implement project development 2nd ½ of lesson: Implement project development 2nd ½ of lesson: Implement project development 2nd ½ of lesson: Implement project development PLENARY: (15m) Reflection (blog) PLENARY: (15m) Reflection (blog) PLENARY: (15m) Reflection (blog) PLENARY: (15m) Reflection (blog) Hands-on exercises with equipment Analysis and enquiry (for theoretical element of the unit) Flipped classroom applied
  11. 11. How it will happen • Training for teachers (remote / workshop) • Implementation of project • Evaluation from teachers and students intermittently – – – – Initial thoughts (from first lesson) After first week At production stage End of project
  12. 12. Problems and limitations The reform of vocational education –could this be a good thing? Could this research offer practical improvements to the current system? How will changes affect the viability of this project in the long-term? Initial plan: Extra-curricula project aimed at those wanting to work in the industry focusing on a broad, open problem: design a media product teenagers don’t realise they want. Positives: - as a part-time teacher it allows me to supervise project - abstract problem allows for creativity Problems - too disassociated from working context - too much extra demand on teachers (thus lack of enthusiasm) - issue of rooming/ equipment demand - extra workload on students as exams and final deadlines approach - potentially too abstract - time limitations (1-2 hours per week with students working in free time) - not a live brief (thus potential for de-contextualisation)
  13. 13. Assessing success • End result? – problematic – are students really developing the skills or are they just lucky? • Reflective stages – teacher observation and student self-assessment – – – – – Confidence rating in different skills Qualitative comments (Teacher) Initial skills assessment Exit interview Teacher evaluation
  14. 14. What next? BEFORE NOW Workshops with teachers Publication of research Sharing of resources (TES) Teacher online forum –sharing best practice NEXT