Exploring skills for employment
in the media industry
An investigation into classroom
strategies

Victoria Grace Walden
Te...
AIM
To develop a scheme of work and
resources for vocational media
teachers which helps them deliver a
curriculum suitable...
Autumn Term: Progress
BEFORE

Preliminary secondary reading:
Specifications, media education, media
industry skills

NOW

...
Findings - recap

Media vocational education
•
Public perception of media = academic emphasis in media education
•
Led voc...
Conclusions

•

’21st century industry focus’ = business / project management skills

•

Educational space, not just workp...
Professionals V students
Professionals:
Most important:
Project management
Creative thinking
Problem-solving
Professional ...
Aims of classroom strategies
•

A structure with purpose needs:
–

Instruction/ modelling –
•
•

–

Real-life scenarios an...
School

Industry
The project
• Teaching instructional
pack
• Live brief
• Online blog space:
tracking the project
and resource sharing
• Bu...
Pedagogy
Education

• Student-centric
• Personalised learning
experience (students define
own deadlines)
• Creative thinki...
SOW: Week example
Monday
Training day

Tuesday

Wednesday

Thursday

Friday

This lesson is
dedicated to
‘training’:

1st ...
How it will happen
• Training for teachers (remote / workshop)
• Implementation of project
• Evaluation from teachers and ...
Problems and limitations
1. Ethics
2. The unknown future: The reform of
vocational education
3. Development on previous id...
Assessing success
• End result? – problematic – are students really
developing the skills or are they just lucky?
• Reflec...
What next?
BEFORE

NOW

Trial evaluations
Social media presence
Workshops with teachers
Teacher’s online forum –
sharing b...
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Media business project presentation

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Presentation regarding a research project into vocational media education.

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  • http://download.ei-ie.org/Docs/WebDepot/091213_VET_Literature_EDITED%20AA.pdfPreconceptions of media education / types of jobs in the media
  • The aim of this project is to develop a resource hub for vocational media teachers that supports them in delivering a curriculum suitable for developing the skills young people need, not just to enter, but to thrive in the media industry.
  • Before: secondary reading into media education and media industry skillsNow: secondary reading: vocational education, business skills and teaching/ training strategiesPrimary research: contact with EDEXCEL and media education organisations, industry survey, teacher interviews, student survey.Development of draft scheme of work and resources
  • Pros:Most important: Project managementCreative thinkingProblem-solvingProfessional EnglishKey words:Work experiencePortfolioCreative but professionalFlexibilityThinking outside the boxBusiness skillsStudents add: They think the BTEC teaches them:Creative thinkingTechnical skillsProject management(QUESTION WHAT THEY THINK THESE TERMS MEAN)
  • Influences on this pedagogy: Ron Hanney – towards a situated media practice: reflections in the implementation of project-led problem-based learning; Agile Project Management; Creative thinking ideas of ... Instruction/ modelling –but a student-centred approach which encourages students to be involved in the definition stage of the project. The learning process should be transparent. Real-life scenarios and simulations which encourage competition and get students problem-solving and thinking creatively and critically. Problems should be open. Support of industry professionals at beginning, pitching and/or final stages would be excellent. For those institutions that struggle to find such contacts in their area, using interview material online or in books would be useful inspiration and contextualise learning.Reflection and evaluation should be an integral part of the process, as in business-management, where students are continuously re-shaping their project. The project should be managed in an ‘agile’ manner with all team members contributing. OFSTED –good practice for vocational educationAgile project management theory (H.FrankCervone and John Carroll) Ted McCain – Teaching for Tomorrow: Teaching Content and Problem-Solving Skills
  • Live brief – could be room for teachers to share brief ideas – as inter-school competitions
  • EDEXCEL Guided learning hours per unit = 60 (6/7 weeks). Two units combined = 120 (12/14 weeks)
  • 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 creativityProblems - 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)
  • BFI Media Teachers’ Conference in July – confirmed to present researchMEA: Conference in November (workshop) and Media Magazine (students’ perspective)MERJ: Academic Journal write-upIncrease social media presence – blog, twitter (MEA/ BFI/ TES- article? Sharing space (corporate partnership)/ media and filmed mailing lists) – live tweet conference – teachers’ sharing experiences
  • Media business project presentation

    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 vwalden@Strodes.ac.uk
    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: Specifications, media education, media industry skills NOW Secondary reading: Vocational education, business skills, Pedagogy Primary research: Organisations, industry survey, teacher Interviews, student survey Development: Scheme of work, lesson plans, resources Trials...
    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. 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)
    7. 7. Aims of classroom strategies • A structure with purpose needs: – Instruction/ modelling – • • – Real-life scenarios and simulations • • • • – Competition problem-solving thinking creatively and critically Open problems Support of industry professionals • • • – student-centred approach Transparent learning process Inspiration contextualise learning [Guidance from teacher in class] Reflection and evaluation • • ‘agile’ project management Self-reflection
    8. 8. School Industry
    9. 9. The project • Teaching instructional pack • Live brief • Online blog space: tracking the project and resource sharing • Business strategy and excellent pedagogical practice
    10. 10. 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
    11. 11. 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
    12. 12. How it will happen • Training for teachers (remote / workshop) • Implementation of project • Evaluation from teachers and students intermittently – Focus group held with sample – Quantitative feedback weekly
    13. 13. Problems and limitations 1. Ethics 2. The unknown future: The reform of vocational education 3. Development on previous idea 4. Lack of participants
    14. 14. Assessing success • End result? – problematic – are students really developing the skills or are they just lucky? • Reflective stages – teacher observation and student self-assessment – – – – – – Initial skills assessment Confidence rating in different skills Qualitative comments (Teacher) Focus group Exit interview Teacher evaluation
    15. 15. What next? BEFORE NOW Trial evaluations Social media presence Workshops with teachers Teacher’s online forum – sharing best practice Sharing resources Sharing research NEXT

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