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
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.
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
Peter Walder, Andy Barnes, Robin Gissing, Tom Jolley
A level 4 core module has consistently generated low assessment outcomes. The teaching team therefore implemented a series of actions, to specifically encourage engagement with the core content of the module. Two distinct strategies were adopted. These were: A) a reconfiguration of the assessment schedule to allow more opportunities for feedback and B) the development of a ‘revision wall’ which would allow students to access summary key content through the use of posters which incorporated Quick Response (QR) codes. This abstract focuses on the second of these two strategies.
Appropriate representations were made for the purchase of a poster board to support the project; these were successful. A series of approximately 10 A3 posters were created by the teaching team. Each of the posters had an embedded QR code which, when scanned with a mobile device equipped with appropriate software, displayed a movie of one of the module team explaining the content of the poster. Each of the movies was uploaded to YouTube and assigned a goo.gl URL to enable monitoring of access to the movies.
Students were sensitised to the use of QR codes from the outset of the module via the display of a QR code at the end of every lecture which led directly to the online reading associated with the lecture. Further instruction, regarding the use of QR codes, was provided as part of the Revision Wall content.
Access to the Revision Wall is to be monitored via Google Analytics and the value of the approach evaluated. It is recognised that an analysis of the assessment outcomes will not be directly attributable to engagement with the revision wall as the approach used to encourage engagement has also involved a change in the assessment schedule.
Potential Discussion Topics
- Accessibility to the learning resources in terms of the density of smart phone ownership within the student group.
- The potential of using the creation of QR encoded posters as a student learning/assessment activity.
- The potential of using QR encoded posters as part of a ‘flipping the classroom’ learning strategy.
Note that this project is part of the University’s Mobile Innovations scheme.
B5 – [EN02, EN07, EN14] 11.50