Creative And Media Education - Exhibition
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CREATIVE/ARTS AND MEDIA EDUCATION – VERSION 3.0 Aim To explore emerging themes affecting 14-19 curriculum and their impacts on Creative and Media Education. Learning Objectives • To explore Industry/employer engagement from BAME perspectives. • To understand the pedagogy and practice of diplomas. • To review and reflect on the pedagogy and practice of 14-19 Diplomas. • To be introduced to alternative methods for teaching production. • To develop an awareness of managed learning environments in school and explore effective e-pedagogy models. Learning Outcomes • An awareness of key 14-19 curriculum reforms. • An understanding of the needs of hybrid courses. SUMMARY The purpose of my lecture is to share explorations of emerging themes affecting 14-19 curriculum (creative and media education). The Creative and Media Diploma, a hybrid course, brings together Media Arts, Performing Arts and Visual Arts and its’ pedagogic approach positions it as the ‘missing’ link between academic and vocational learning. My session introduces PGCE students to a range of issues pertinent to teaching in secondary schools today. Largely, the session will explore key themes affecting the teaching of Creative/Arts and Media Education and will allow students to reflect on, discuss and share their views on how these developments and topics may affect their practice. Student views will be collected, collated and returned to the group. Key themes to be discussed: Planning for diplomas • What are diplomas and how will they affect you in schools? Employer/Industry engagement - BAMEs and the Creative and Media Industry. • How and why is this relevant to inner city schools? Notions of creativity and how this can affect your practice. • Analysing contemporary popular culture to inform process and production. Models for effective e-learning • Making the best use of MLES/Virtual worlds.
K Dooley /
[email protected]
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The Creative and Media Diploma Think something beyond ….
A TYPICAL LESSON
WHO WE WORK WITH •! Two other schools in Hounslow , Lampton and Cranford. •! Visits to the CLC from the schools. •! TVU (Thames Valley University) degree students. •! Creative and Media companies: –! Allsigns group.
NO ORDINARY CLASSROOM •! Lessons in CLC •! Media Bus •! TVU (Thames Valley University) •! Local businesses •! Location
THE DIPLOMA IS FOR YOU IF •! You prefer a subject that is challenging and creative. •! You are creative, responsible and up for whatever challenges are thrown at you. •! You are prepared to put 100% of everything into the work and projects that are set. •! You like working on projects and going out of school to help you with your learning.
DO NOT CHOOSE THE DIPLOMA IF •! •! •! •!
You think it is going to be easy. You think this course is all about writing. You do not like new challenges. You do not feel that you can put your all into a project. •! You like lessons that are the same - that are predictable!
WHAT ELSE ? •! At level 2 the diploma is worth 7 A* - C GCSEs •! At level 1 the diploma is worth 4-5 D - G GCSEs •! The diploma will take two of your three option choices
SO DIFFERENT … •! Creative and Media is different because we do more practical work. •! We work with companies, different schools and Colleges •! We learn and use a broad range of skills. •! Our classroom is in the CLC.
A CREATIVE JOURNEY !!Community news reporter for the local newspaper !!Conductor, treasurer, or member of a community choir !!Art and crafts exhibition organiser !!Box office assistant at the local arts centre
•!Actor in music theatre •!Session musician •!Classical singer •!Contemporary dancer
!!Interior designer !!Fashion designer !!Web page designer !!Product designer
•!Sound technician •!Lighting technician •!Assistant stage manager •!Roadie
•!TV producer •!Photojournalist •!Video editor •!Sports reporter
•!Community artist •!Sculptor •!Illustrator •!Potter
November 2009
CREATIVE AND MEDIA
•! APPLIED LEARNING •! DIPLOMA LINES OF LEARNING •! DIPLOMA DELIVERY – CONSORTIA •! WHY DIPLOMAS? •! VOCATIONAL OR ACADEMIC
K Dooley
•! Essential to the vision for the Diploma. •! Active engagement with the curriculum. •! It is relevant and meaningful. •! Not in a classroom but in a work-related environment, whether real or simulated.
K Dooley
K Dooley
1
November 2009
From September 2008 •! Construction and the Built Environment •! Society, Health and Development •! Creative and Media •! Information Technology •! Engineering
From 2010: •! Public Services •! Retail Business •! Sport and Active Leisure •! Travel and Tourism
From September 2009: •! Environmental and Land-based Studies •! Hair and Beauty Studies •! Business, Administration and Finance •! Manufacturing and Product Design •! Hospitality
From 2011: •! Science •! Languages •! Humanities
K Dooley
•! Teamwork and collaboration across centres. •! Lead School – working in collaboration with other schools, colleges and other agencies. •! All Specialist schools depending on their Specialism are required to offer diplomas. For Media Arts: Creative and Media and or ICT. K Dooley
The Leitch Report 2006 •! The UK skills-base needs to change. •! The UK’s global competitiveness is reducing. •! We are preparing learners who will have at least 19 jobs. •! The workforce needs lifelong learners and this should inform how we prepare learners in the classroom. K Dooley
K Dooley
2
November 2009
•! The diplomas are not academic nor are they vocational and the DCSF are not keen to label the diplomas with either. •! The diploma is: –!an applied learning route –!about active engagement with the curriculum. –!relevant and meaningful.
K Dooley
PRINCIPLE LEARNING Specialist learning (Creative and media units) Additional Specialist Learning – other GCSEs or equivalent (option)
GENERIC LEARNING Functional Skills (FS): English, Maths, ICT Level 1 / 2 Personal Learning and thinking skills (PLTS) Work related learning (WRL) K Dooley
Media! Film and Television Performing Radio and Audio Drama Interactive Media Animation Music Computer Games Dance Creative Writing Advertising Art and Design 2D and 3D Art Craft Graphic Design Product Design Fashion and Textiles Photo Imaging
Arts
Principle learning clusters K Dooley
K Dooley
3
November 2009
•! Level 1 = •! Level 2 = •! Level 3 =
4-5 7 3.5
D-G grade GCSEs *A-C grade GCSEs A Levels
•! To obtain level 2 or 3 students MUST pass ALL 3 Functional Skills at Level 2 (Maths, English and ICT). K Dooley
•! Taught over 8 periods. •! Shared days (6 periods) to facilitate collaboration and applied learning. •! 14-19 borough-wide collaboration: –!Year 10s Tuesday –!Year 11s Thursday
K Dooley
K Dooley
4
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T%:#<)(*&%:#&@<=I*G""(*&(<&*)11<=(&(G"&$:#$J$#)%2&2"**<:*&H%:&?"& #<@:2<%#"#&B=<EU& @@@OI"22K#<<2"KOH<E7H="%($J"%:#E"#$%"#)H%($<:OG(E2&&
!"#$%&'()#$"*&+,'-&./0/&& /112$"#&!"#$%&345673458&9'$:;2"&<=&><)?2"&/@%=#A&B$=*(&9CD6D&&B$=*(&%**"**E":(A&&&&&&& UNIT 1 – Introduction to the Media • Show an understanding of the relationship between media industries/institutions/technologies, their products and their audiences. (60%) • Provide evidence of technical skills and flair and creativity in the use of a range of media pre-production and production techniques. (40%) Assignment must include: • An Analysis or Investigation of a media text • Pre-Production Tasks • An Evaluation of your pre-production ideas • The assignment will focus on one or two of the key concepts. • Over the three assignments you will deal with all four key concepts.' Key Concepts: Media Languages, Audiences, Institutions and Representations (from AQA Applied Media
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E-LEARNING - QUESTIONNAIRE
Name:
PERSONAL EXPERIENCES OF COMMUNICATION TECHNOLOGIES 1. ACCESSING RESOURCES a) How often do you use ICT to access and develop your teaching resources?
Daily
Weekly
! Termly
b) What kinds of things do you do? i. Search for materials on the internet ii. visit communities of practice iii. up-date your own resources using books and your own images or video iv. Other (please state) c) What software programmes do you regularly use? d) Where do you store your resources? e) How do you share your resources with your students? i. Powerpoint presentations ii. Smartboard iii. worksheets iv. printed booklets/guides v. online collaborative tools vi. uploaded to department/curriculum website vii. other (please state)
2. COMMUNITIES OF PRACTICE a) Are you a member of or do you regularly use any online practice-related communities? (please state) b) How do you make use of or contribute to the community? c) What features do you not you use and why?
3. CONTINUED PROFESSIONAL DEVELOPMENT a) Have you undertaken any form of distance learning lasting for a year or more? b) If yes, how was the course delivered and assessed? c) Do you regularly make use of ecpd? (Teachers TV online, online
A few times in a term
YES
NO
YES
NO
journals, etc.) - Please give examples? d) What other kinds of CPD do you regularly undertake (gallery visits, consumer purchases (e.g. music), performances, freelancing)?
4. !SOCIAL NETWORKING Do you maintain (regularly update) or contribute to any of the following: i. Youtube Playlist ii. Vimeo iii. Twitter iv. Wikis v. Blog/s or videolog/s vi. Facebook profile and walls vii. Flickr viii. Myspace pages ix. Google docs x. Other (please state)
YES
NO
YES
NO
5. ICT AFFORDANCES 1. Currently, how does communication technology (IT) enhance the delivery of content in your subject?
! ! ! ! !
2. In your subject/teaching, how does communication technology ! (IT) facilitate positive outcomes for a variety of learning styles? 3. What e-learning / online education tools or opportunities have you used in your subject? i. Online authoring (paint bucket, jaycut, etc.) ii.
Online games
iii. iv.
Information catalogues (Arts organisations/museums, local and national media organisations) Audio-visual source/banks (gathering of images or audio-visual sources)
v.
Revision and referencing (published - uploaded class notes)
vi.
Visual, Audio and/or Audio visual libraries/playlists (Vimeo, Youtube, imeem)
vii.
Collaboration / group work (mind mapping, wikis, google documents)
viii.
Direct student – teacher contact (email, forums)
ix.
Own department / curriculum website
x.
Student Self-assessment (online portfolios)
xi.
Other
(please state)
4. How will your subject make the most out of the schools’ managed learning environment (MLE)? a) How will your school’s MLE change the way you do things now? b) What features will you use?
c) For your subject, what is missing?
Thank you. Please return this questionnaire by email to K Dooley
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E-learning and technology – student views
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
STUDENT 1
9
•
STUDENT 2
10
•
STUDENT 3
9
• • •
STUDENT 4
10
• •
STUDENT 5
9
• • •
STUDENT 6
STUDENT 7
9
9
• •
•
•
Everyone could email their teacher • and they could see the teacher teaching in the computer through • MSN, and the teacher sends worksheets through the computer. • Touch screen, microphones for • speaking, teachers chooses who with answer (from their PC). More collaboration. Give homework by MSN • Talk to people by MSN - and go online for help (through MSN) • There are 5 days in one day so you can pick and choose when you do which lessons. • Touch screen computer • voice conference
You speak to computers and they write for you. Send a text message to your phone if you email and reply to the email on your phone. Touch screen. Motion sensors.
All work might be sent by email. You would (be able to) socialise with other people. Your lesson would take place in your home. Pick when you do your lessons. Everyone could email their teacher and they could see the teacher teaching in the computer through MSN, and the teacher sends worksheets through the computer. Lots of other students could be on the (computer) same network/page and can share folders; ask questions. Similar (kinda) to MSN. Do the hours you want to do and go on (sign in) when ever you
Speak to the computer and tell it what to do - it could research something for you. Voice control/commands.
K dooley – November 2009
1
•
•
• • • • •
You speak to computers and they write for you. Send a text message to your phone if you email and reply to the email on your phone. Touch screen. na
Could be your best friend. You can speak and (it) the computer will type for you. Tell you the answers. Won't catch virus'. voice activation
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
want to and do the lessons you want to do at the time. STUDENT 8
9
•
•
•
STUDENT 9
9
• •
•
• • • STUDENT 10
9
•
I think everyone could email their teacher and they could see their teacher teaching from the computer screen. The teacher sends worksheet to your email and there wouldn't be anymore detentions. Every month or so you could have a meeting with your teacher (face to face).and to make friends every weekend there could be a group activity that has been organised by the school (archery, movies, etc.) It would be very unhealthy for children to not move around. School would start and end at the usual time and you can pause your log-in when you are going to the toilet or eating. Can interact with other students, talking, joking, playing, fighting, etc. Voice can be heard. You are allowed to misbehave. Do not need to do school 5 days a week. lots of avatars representing (people) students in the classroom. Have different pages or areas on in the 'virtual classroom': Time shifts, Books, Computers, Desks, Teacher/Tutor, Avatars, Chatting, Start and end times.
K dooley – November 2009
2
• • •
•
•
•
Can't catch a virus. Answers to all of your questions. Touch screen.
Holograms - more simple, not having to type all the time. Voice controlled - sending quick messages.
voice activation
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
STUDENT 11
9
• •
•
STUDENT 12
10
• •
STUDENT 13
10
•
STUDENT 14
9
• •
STUDENT 15
9
• • •
•
• • STUDENT 16
10
•
STUDENT 17
9
•
In your room on your computer You could do your work at your own speed and get lots of help from the Internet. There would be no controls, allowing you to go on what ever you want. Touch screens Microphones for speaking and voice recording/s. na
•
A voice command that would allow you to open any programme.
•
Motion sensors.
•
Watch videos Use computers e.g. Do homework on the computer. Talk; Books: website; send emails. QUESTION MISUNDERSTOOD. Homework should be sent through email, and to get our marks they should be sent back (through email). To make friends or work in a group we should set up a webcam, to see who we are talking to. Able to search anything on the internet. To have everything on one website with all years. Mind maps, need microphones, speaking options, video conferencing, touch-screens, handhelds, voice conferencing/groups), mixed in with different students. Use MSN to ask fir help and send homework
•
Nothing, would keep it the same - maybe talk to famous people. Watching videos. E.g. A song name is in your mind and it will (come) appear straight away on the computer.
K dooley – November 2009
3
•
I would like my computer to have a voice where I can talk back or that could do simple (stuff) commands for me.
•
Discuss ideas with other schools.
•
When I am speaking it should do what I am saying
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
STUDENT 18
9
•
Use facebook to add, find and contact friends
• • •
Send homework online Get lessons online Get all lessons online with teacher's voice Have (learn) lesson for 1 hour online Go to school if necessary and for exams
• •
K dooley – November 2009
4
like turn on (voice activated commands). • •
Type up documents through a webcam Study all subjects online
EVALUATION
NAME Your feedback is greatly appreciated; please fill in the questionnaire and hand it in at the end of the session.
Please give marks out of 5, where 1 is high and 5 is low, for all aspects of the session.
To what extent did you feel that: 1. the session objectives were related to my educational concerns?
3. the session objectives were related to practical concerns in my specific teaching setting?
!!
!
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1
2
3
4
5
1
2
3
4
5
4
5
5. the session included some 1 2 3 aspects that were unique or innovative? Any other comments or questions.
Your overall rating of the sessions:
2. the strategies used, including the resources, were appropriate for meeting the session objectives? 4. adequate opportunities were made for me to provide feedback and confer with my peers during the session? 6. the presentation/s was well organised.
1
2
Thank you for your time.
K DOOLEY – November 2009
3
4
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1
2
3
4
5
1
2
3
4
5
1
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4
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5
"#$%&%'%()!! *+",'%-"!,).!/".%,!".0*,'%()!!1."*"/&"+!2334! 5"667!.((6"7! ! !
CREATIVE/ARTS AND MEDIA EDUCATION – VERSION 3.0 Aim To explore emerging themes affecting 14-19 curriculum and their impacts on Creative and Media Education. Learning Objectives • To explore Industry/employer engagement from BAME perspectives. • To understand the pedagogy and practice of diplomas. • To review and reflect on the pedagogy and practice of 14-19 Diplomas. • To be introduced to alternative methods for teaching production. • To develop an awareness of managed learning environments in school and explore effective e-pedagogy models. Learning Outcomes • An awareness of key 14-19 curriculum reforms. • An understanding of the needs of hybrid courses. SUMMARY The purpose of my lecture is to share explorations of emerging themes affecting 14-19 curriculum (creative and media education). The Creative and Media Diploma, a hybrid course, brings together Media Arts, Performing Arts and Visual Arts and its’ pedagogic approach positions it as the ‘missing’ link between academic and vocational learning. My session introduces PGCE students to a range of issues pertinent to teaching in secondary schools today. Largely, the session will explore key themes affecting the teaching of Creative/Arts and Media Education and will allow students to reflect on, discuss and share their views on how these developments and topics may affect their practice. Student views will be collected, collated and returned to the group. Key themes to be discussed: Planning for diplomas • What are diplomas and how will they affect you in schools? Employer/Industry engagement - BAMEs and the Creative and Media Industry. • How and why is this relevant to inner city schools? Notions of creativity and how this can affect your practice. • Analysing contemporary popular culture to inform process and production. Models for effective e-learning • Making the best use of MLES/Virtual worlds.
K Dooley /
[email protected]
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The Creative and Media Diploma Think something beyond ….
A TYPICAL LESSON
WHO WE WORK WITH •! Two other schools in Hounslow , Lampton and Cranford. •! Visits to the CLC from the schools. •! TVU (Thames Valley University) degree students. •! Creative and Media companies: –! Allsigns group.
NO ORDINARY CLASSROOM •! Lessons in CLC •! Media Bus •! TVU (Thames Valley University) •! Local businesses •! Location
THE DIPLOMA IS FOR YOU IF •! You prefer a subject that is challenging and creative. •! You are creative, responsible and up for whatever challenges are thrown at you. •! You are prepared to put 100% of everything into the work and projects that are set. •! You like working on projects and going out of school to help you with your learning.
DO NOT CHOOSE THE DIPLOMA IF •! •! •! •!
You think it is going to be easy. You think this course is all about writing. You do not like new challenges. You do not feel that you can put your all into a project. •! You like lessons that are the same - that are predictable!
WHAT ELSE ? •! At level 2 the diploma is worth 7 A* - C GCSEs •! At level 1 the diploma is worth 4-5 D - G GCSEs •! The diploma will take two of your three option choices
SO DIFFERENT … •! Creative and Media is different because we do more practical work. •! We work with companies, different schools and Colleges •! We learn and use a broad range of skills. •! Our classroom is in the CLC.
A CREATIVE JOURNEY !!Community news reporter for the local newspaper !!Conductor, treasurer, or member of a community choir !!Art and crafts exhibition organiser !!Box office assistant at the local arts centre
•!Actor in music theatre •!Session musician •!Classical singer •!Contemporary dancer
!!Interior designer !!Fashion designer !!Web page designer !!Product designer
•!Sound technician •!Lighting technician •!Assistant stage manager •!Roadie
•!TV producer •!Photojournalist •!Video editor •!Sports reporter
•!Community artist •!Sculptor •!Illustrator •!Potter
November 2009
CREATIVE AND MEDIA
•! APPLIED LEARNING •! DIPLOMA LINES OF LEARNING •! DIPLOMA DELIVERY – CONSORTIA •! WHY DIPLOMAS? •! VOCATIONAL OR ACADEMIC
K Dooley
•! Essential to the vision for the Diploma. •! Active engagement with the curriculum. •! It is relevant and meaningful. •! Not in a classroom but in a work-related environment, whether real or simulated.
K Dooley
K Dooley
1
November 2009
From September 2008 •! Construction and the Built Environment •! Society, Health and Development •! Creative and Media •! Information Technology •! Engineering
From 2010: •! Public Services •! Retail Business •! Sport and Active Leisure •! Travel and Tourism
From September 2009: •! Environmental and Land-based Studies •! Hair and Beauty Studies •! Business, Administration and Finance •! Manufacturing and Product Design •! Hospitality
From 2011: •! Science •! Languages •! Humanities
K Dooley
•! Teamwork and collaboration across centres. •! Lead School – working in collaboration with other schools, colleges and other agencies. •! All Specialist schools depending on their Specialism are required to offer diplomas. For Media Arts: Creative and Media and or ICT. K Dooley
The Leitch Report 2006 •! The UK skills-base needs to change. •! The UK’s global competitiveness is reducing. •! We are preparing learners who will have at least 19 jobs. •! The workforce needs lifelong learners and this should inform how we prepare learners in the classroom. K Dooley
K Dooley
2
November 2009
•! The diplomas are not academic nor are they vocational and the DCSF are not keen to label the diplomas with either. •! The diploma is: –!an applied learning route –!about active engagement with the curriculum. –!relevant and meaningful.
K Dooley
PRINCIPLE LEARNING Specialist learning (Creative and media units) Additional Specialist Learning – other GCSEs or equivalent (option)
GENERIC LEARNING Functional Skills (FS): English, Maths, ICT Level 1 / 2 Personal Learning and thinking skills (PLTS) Work related learning (WRL) K Dooley
Media! Film and Television Performing Radio and Audio Drama Interactive Media Animation Music Computer Games Dance Creative Writing Advertising Art and Design 2D and 3D Art Craft Graphic Design Product Design Fashion and Textiles Photo Imaging
Arts
Principle learning clusters K Dooley
K Dooley
3
November 2009
•! Level 1 = •! Level 2 = •! Level 3 =
4-5 7 3.5
D-G grade GCSEs *A-C grade GCSEs A Levels
•! To obtain level 2 or 3 students MUST pass ALL 3 Functional Skills at Level 2 (Maths, English and ICT). K Dooley
•! Taught over 8 periods. •! Shared days (6 periods) to facilitate collaboration and applied learning. •! 14-19 borough-wide collaboration: –!Year 10s Tuesday –!Year 11s Thursday
K Dooley
K Dooley
4
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E-LEARNING - QUESTIONNAIRE
Name:
PERSONAL EXPERIENCES OF COMMUNICATION TECHNOLOGIES 1. ACCESSING RESOURCES a) How often do you use ICT to access and develop your teaching resources?
Daily
Weekly
! Termly
b) What kinds of things do you do? i. Search for materials on the internet ii. visit communities of practice iii. up-date your own resources using books and your own images or video iv. Other (please state) c) What software programmes do you regularly use? d) Where do you store your resources? e) How do you share your resources with your students? i. Powerpoint presentations ii. Smartboard iii. worksheets iv. printed booklets/guides v. online collaborative tools vi. uploaded to department/curriculum website vii. other (please state)
2. COMMUNITIES OF PRACTICE a) Are you a member of or do you regularly use any online practice-related communities? (please state) b) How do you make use of or contribute to the community? c) What features do you not you use and why?
3. CONTINUED PROFESSIONAL DEVELOPMENT a) Have you undertaken any form of distance learning lasting for a year or more? b) If yes, how was the course delivered and assessed? c) Do you regularly make use of ecpd? (Teachers TV online, online
A few times in a term
YES
NO
YES
NO
journals, etc.) - Please give examples? d) What other kinds of CPD do you regularly undertake (gallery visits, consumer purchases (e.g. music), performances, freelancing)?
4. !SOCIAL NETWORKING Do you maintain (regularly update) or contribute to any of the following: i. Youtube Playlist ii. Vimeo iii. Twitter iv. Wikis v. Blog/s or videolog/s vi. Facebook profile and walls vii. Flickr viii. Myspace pages ix. Google docs x. Other (please state)
YES
NO
YES
NO
5. ICT AFFORDANCES 1. Currently, how does communication technology (IT) enhance the delivery of content in your subject?
! ! ! ! !
2. In your subject/teaching, how does communication technology ! (IT) facilitate positive outcomes for a variety of learning styles? 3. What e-learning / online education tools or opportunities have you used in your subject? i. Online authoring (paint bucket, jaycut, etc.) ii.
Online games
iii. iv.
Information catalogues (Arts organisations/museums, local and national media organisations) Audio-visual source/banks (gathering of images or audio-visual sources)
v.
Revision and referencing (published - uploaded class notes)
vi.
Visual, Audio and/or Audio visual libraries/playlists (Vimeo, Youtube, imeem)
vii.
Collaboration / group work (mind mapping, wikis, google documents)
viii.
Direct student – teacher contact (email, forums)
ix.
Own department / curriculum website
x.
Student Self-assessment (online portfolios)
xi.
Other
(please state)
4. How will your subject make the most out of the schools’ managed learning environment (MLE)? a) How will your school’s MLE change the way you do things now? b) What features will you use?
c) For your subject, what is missing?
Thank you. Please return this questionnaire by email to K Dooley
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E-learning and technology – student views
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
STUDENT 1
9
•
STUDENT 2
10
•
STUDENT 3
9
• • •
STUDENT 4
10
• •
STUDENT 5
9
• • •
STUDENT 6
STUDENT 7
9
9
• •
•
•
Everyone could email their teacher • and they could see the teacher teaching in the computer through • MSN, and the teacher sends worksheets through the computer. • Touch screen, microphones for • speaking, teachers chooses who with answer (from their PC). More collaboration. Give homework by MSN • Talk to people by MSN - and go online for help (through MSN) • There are 5 days in one day so you can pick and choose when you do which lessons. • Touch screen computer • voice conference
You speak to computers and they write for you. Send a text message to your phone if you email and reply to the email on your phone. Touch screen. Motion sensors.
All work might be sent by email. You would (be able to) socialise with other people. Your lesson would take place in your home. Pick when you do your lessons. Everyone could email their teacher and they could see the teacher teaching in the computer through MSN, and the teacher sends worksheets through the computer. Lots of other students could be on the (computer) same network/page and can share folders; ask questions. Similar (kinda) to MSN. Do the hours you want to do and go on (sign in) when ever you
Speak to the computer and tell it what to do - it could research something for you. Voice control/commands.
K dooley – November 2009
1
•
•
• • • • •
You speak to computers and they write for you. Send a text message to your phone if you email and reply to the email on your phone. Touch screen. na
Could be your best friend. You can speak and (it) the computer will type for you. Tell you the answers. Won't catch virus'. voice activation
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
want to and do the lessons you want to do at the time. STUDENT 8
9
•
•
•
STUDENT 9
9
• •
•
• • • STUDENT 10
9
•
I think everyone could email their teacher and they could see their teacher teaching from the computer screen. The teacher sends worksheet to your email and there wouldn't be anymore detentions. Every month or so you could have a meeting with your teacher (face to face).and to make friends every weekend there could be a group activity that has been organised by the school (archery, movies, etc.) It would be very unhealthy for children to not move around. School would start and end at the usual time and you can pause your log-in when you are going to the toilet or eating. Can interact with other students, talking, joking, playing, fighting, etc. Voice can be heard. You are allowed to misbehave. Do not need to do school 5 days a week. lots of avatars representing (people) students in the classroom. Have different pages or areas on in the 'virtual classroom': Time shifts, Books, Computers, Desks, Teacher/Tutor, Avatars, Chatting, Start and end times.
K dooley – November 2009
2
• • •
•
•
•
Can't catch a virus. Answers to all of your questions. Touch screen.
Holograms - more simple, not having to type all the time. Voice controlled - sending quick messages.
voice activation
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
STUDENT 11
9
• •
•
STUDENT 12
10
• •
STUDENT 13
10
•
STUDENT 14
9
• •
STUDENT 15
9
• • •
•
• • STUDENT 16
10
•
STUDENT 17
9
•
In your room on your computer You could do your work at your own speed and get lots of help from the Internet. There would be no controls, allowing you to go on what ever you want. Touch screens Microphones for speaking and voice recording/s. na
•
A voice command that would allow you to open any programme.
•
Motion sensors.
•
Watch videos Use computers e.g. Do homework on the computer. Talk; Books: website; send emails. QUESTION MISUNDERSTOOD. Homework should be sent through email, and to get our marks they should be sent back (through email). To make friends or work in a group we should set up a webcam, to see who we are talking to. Able to search anything on the internet. To have everything on one website with all years. Mind maps, need microphones, speaking options, video conferencing, touch-screens, handhelds, voice conferencing/groups), mixed in with different students. Use MSN to ask fir help and send homework
•
Nothing, would keep it the same - maybe talk to famous people. Watching videos. E.g. A song name is in your mind and it will (come) appear straight away on the computer.
K dooley – November 2009
3
•
I would like my computer to have a voice where I can talk back or that could do simple (stuff) commands for me.
•
Discuss ideas with other schools.
•
When I am speaking it should do what I am saying
NAME
YEAR
Q5. Image it is 2025 and you do not have to physically come in to school. All students in England have a computer with a fast Internet connection and they receive all of their lessons online, through a ‘virtual classroom’.
Q6. What kinds of things would you like to be able to do with computers /information technology systems?
Tell us what kinds of things you expect to see and do in this type of classroom?
STUDENT 18
9
•
Use facebook to add, find and contact friends
• • •
Send homework online Get lessons online Get all lessons online with teacher's voice Have (learn) lesson for 1 hour online Go to school if necessary and for exams
• •
K dooley – November 2009
4
like turn on (voice activated commands). • •
Type up documents through a webcam Study all subjects online
EVALUATION
NAME Your feedback is greatly appreciated; please fill in the questionnaire and hand it in at the end of the session.
Please give marks out of 5, where 1 is high and 5 is low, for all aspects of the session.
To what extent did you feel that: 1. the session objectives were related to my educational concerns?
3. the session objectives were related to practical concerns in my specific teaching setting?
!!
!
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1
2
3
4
5
1
2
3
4
5
4
5
5. the session included some 1 2 3 aspects that were unique or innovative? Any other comments or questions.
Your overall rating of the sessions:
2. the strategies used, including the resources, were appropriate for meeting the session objectives? 4. adequate opportunities were made for me to provide feedback and confer with my peers during the session? 6. the presentation/s was well organised.
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Thank you for your time.
K DOOLEY – November 2009
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!!
!
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