Tag Archives: animation

290 – Student Voices – Student Vision – Cathy Malone

This Thunderstorm presents two projects: an account of a collaboration between Falmouth University iWrite project and Sheffield Hallam Animation and Visual Effects. Falmouth students were recorded discussing approaches to writing at university and our students provided a visual track for these short accounts. The initial work was completed as part of a first year module  ‘Researching Creative Industries’, where students developed their ideas with an external client. The best animatics were chosen for development using a small ALDHE grant to fund an employability project for four students. In the second project second year students created animated student advice for younger peers within a module on Visual Narrative. Both  projects were guided by the desire to incorporate authentic student perspective into advice and support for learning, and accounts of student experience.  It has been influenced by the wider discussion on ‘student voice’ in particular Fielding’s ideas of students as collaborative partners and change agents (Fielding 2001 & 2004). While most of the discussion has focused on slightly different contexts this project raises a number of interesting questions about the role and function of student support in HE and how we can best act as collaborative and supportive partners in learning. Session activities for engagement: Overview of the projects  Student presentation of animations from Year 1 and 2 Evaluation student work – feedback  Participants will be asked to discuss and identify aspects of student academic life that they would nominate for such intensive treatment

302 – Ownership of learning: students as producers of digital learning resources – Geir Petter Laingen

The paper presents preliminary results of the author’s PhD research into a specific innovative practice within the Dept of Media Arts at SHU, where students create digital learning resources in order to demonstrate the learning outcomes traditionally assessed by essay.  The produced resources are multimodal in nature, combining screen-capture, animation, text and audio in a single screencast that can be distributed online and potentially used by other learners.  The research draws on learning theories by Dewey (2011) and Mezirow (1991), conceptualising learning as a social communicative process, where information is not merely transmitted and absorbed, but must be appropriated and transformed by the learner.    The proliferation of digital media and technology in all areas of life has blurred the lines between producers and consumers, resulting in a more participatory culture with   low entry barriers, and strong sharing and support tendencies (Jenkins 2006, Kress 2010).  At the same time, it  led to increased debates  about the status of an ‘expert’ and  the ownership of learning, where the learners are taking care of their own needs and interests, and becoming “autonomous learners”  responsible for  “creating their own learning context and content”  (Haythornthwaite 2008, p 598).    In-depth interviews with the students provide their perspective on their involvement in the process, its benefits, challenges and the perceived impact on learning.   The paper will be accompanied by screening and discussion of several examples of student work.   Session activities for engagement:  The participants will be invited to view selected audiovisual examples and comment on their form, content, meaning, legitimacy and potential to be used as open educational resources.

Click on link to view presentation:  302 GP LTA 2013