2012 Multiple experiences, multiple modes: engaging learners through the production of educational support resources

Cathy Malone, Oksana Fedotova, Melvyn Ternan, Helen Walmesley, Sam Dorrian, Nathan Elliss and Rachel Clarke

The co-lab is based on a recent collaboration between educational developers and academic staff  teaching on BA Animation, and a small-scale qualitative study evaluating this experience.  Using the preliminary research findings as a starting point, we shall consider the value of introducing audiovisual assessment methods into critical-theoretical modules.  Secondly, we shall consider the ways in which the University services can act as partners in pedagogic interventions, expanding students’ work-based learning opportunities and benefitting from their creative input.  The presentation will be illustrated by short screenings of student work.   

The use of multimedia teaching resources has been well documented, particularly in relation to  online tutorials and demonstrations (Sugar et al 2010).  Theories of multimedia learning suggest several advantages of mixed modality presentations (Moreno and Mayer 1999).  Addressing several modes at once (verbal, audio, visual) increases learner engagement, as well as acting as a welcome ‘just in time’  refresher   (Coutinho and Rocha 2010).    More recently,  there has been a shift towards student-produced digital artefacts,  underpinned  by the constructivist views of learning and the appreciation of the participatory nature of contemporary youth culture.  Acting as decision-makers, producers  and evaluators positions the learners at higher stages of Bloom’s taxonomy (Shafer 2010).  Kress et al (2001) argue that this process has a transformative nature, both due to the learner actively reshaping the available semiotic resources, and in terms of the resulting cognitive shifts.  

The first part of the presentation will focus on the curricular developments applying these ideas to a second-year module, traditionally dealing with theoretical texts and academic essay writing.   The second part of the paper describes the work the students undertook after the end of the module, for a number of University clients, including disabled student support, wellbeing, and study support. 

On presenting the preliminary research findings, the seminar participants will be invited to discuss the pedagogic challenges, operational and resource implications and their potential transferability outside media arts disciplines.  

 References

Coutinho, C. P. and Rocha, A. M. M. (2010) “Examining the use of educational video clips on distance education. “, SITE 2010 : Proceedings of Society for Information Technology & Teacher Education International Conference, San Diego 

Kress, G., Jewitt, C., Ogborn, J. and Tsatsarelis, C. (2001) Multimodal Teaching and Learning: The Rhetorics of the Science Classroom, Continuum 

Moreno, R., and Mayer, R. E. (1999) “Cognitive principles of multimedia learning: The role of modality and contiguity effects”, Journal of Educational Psychology, 91, 

Shafer, K. G. (2010). “The proof is in the screencast”,  Contemporary Issues in Technology and Teacher Education, 10 (4) 

Sugar, W., Brown, A. and Luterbach, K. (2010). “Examining the anatomy of a screencast: Uncovering common elements and instructional strategies” The International Review of Research in Open and Distance Learning, 11 (3)

C5 – (EN50) 14.20