Using technology to support student reflection
- 1. Using technology to support student reflection Mark Parry SAE Creative Media Institute, Sydney parryville.com.au
- 2. Using technology to support student reflection Mark Parry – SAE Creative Media Institute, Sydney Context: • Tech savvy film students • Reliable internet and infrastructure • Students have ready access to recent/current technologies • Campus online (LMS) with face to face activities (blended) • Learning outcomes related to media technology, working collaboratively, creativity and reflection
- 3. Technology Mobile phone Mac desktop macbook Video camera Lapel microphone Campus online (LMS) ipad Film lights Audio recorder Editing software apps
- 6. Self-reflection and evaluation: Transferable skills (“soft skills, “graduate attributes” …) • Strong work ethic • Positive attitude • Effective Communication skills • Problem solving • Time management • Acting as a team player • Learning from criticism • Self-confidence • Flexibility and adaptability
- 7. Self-reflection and evaluation: What went well? What didn’t go so well? How might you improve for next time?
- 8. “…the challenge is changing the way students, especially adult learners, use these technologies within the classroom when they have already established fixed ways of doing things.”
- 9. Addressing the challenges: • Knowledge of technologies • Planning • Teacher consideration • Guidance • Negotiation
- 10. Addressing the challenges: • Knowledge of technologies • Planning • Teacher consideration • Guidance • Negotiation Pedagogy/andragogy (ie learning and teaching considerations)
- 11. Communication and collaboration between colleagues Pedagogy • Planning and implementing assessments • Day to day running of classes • Student activities • Providing guidance and feedback to students • Negotiating & responding to various requirements
- 12. Strategy: Campus Online forums (blended-learning activity)
- 13. Strategy: Campus Online forums (blended-learning activity)
- 14. Strategy: Video interview 1 • Assignment content • Documentary topics • Theories and themes • Options for production • Key crew and roles • Creative vision • Equipment preferences • Workflows and schedules ~ • Practice interviewing technique • Build confidence • Articulate ideas • Technical aspects
- 18. Strategy: Transferable skills – Online form
- 19. Strategy: Transferable skills – Online form
- 20. Strategy: Transferable skills – follow up discussion (face to face) Reflections, examples and situations from project work • Time management • Acting as a team player • Learning from criticism • Self-confidence • Flexibility and adaptability • Strong work ethic • Positive attitude • Effective Communication skills • Problem solving student teacher Examples: • Speaking in front of a group? • Directing crew? • Adapting to change?
- 21. Strategy: Week-by-week activities • Vox-pop interviews – Hands-on, practical use of technology – Designed to incorporate not-obvious, less-than-optimal conditions – (Eg noisy, windy, cluttered, full sun, awkward background…) – Students experience authentic problem-solving, self-direction etc – Reflection on processes, critique of recorded media – Follow up discussion (group-based, face to face classroom activity) – Peer review and critique
- 22. Strategy: Production meetings – Hands-on, practical use of technology – google apps, trello, slack etc. – Mimics real-world production meeting (eg agenda, minutes, tasks) – Incorporated project activities and problems to solve – Students develop autonomy, self-direction, confidence etc – Reflection on processes, cyclical and iterative development of production documentation – Follow up discussion and ongoing guidance with teachers – Peer review and critique with selected media (eg rough cuts)
- 23. Strategy: Week 13 presentations • “what worked well?” • “what didn’t work so well?” • “what would you do differently to improve for next time?”.
- 24. Impact on learning and teaching (using blended learning principles to shape the way we use technologies) Students: • Responsive to structure, guidance, dialog and feedback • More meaningful and effective use of technology within L & T • More engaged, professional approach to assessments • Take on more responsibility and ownership of project role • More responsive, flexible, adaptive • More self-directed and autonomous • Active problem-solving regarding project and other assessments • Valuable insights into their own skills and attributes • More aware of links between their own skills and project requirements • Links between their effort and skills and project outcomes My subjective recount and reflection
- 25. Impact on learning and teaching (using blended learning principles to shape the way we use technologies) Teachers and facilitators: • Greater insights into students attributes, strengths, gaps etc • Great as diagnostic tools, especially earlier activities and events • Alternative ways of students achieving learning outcomes • Enhanced ability to communicate and work as a teaching team • Active, regular reflection to improve learning and teaching approaches • Work more effectively to meet the needs of the learners • Opens up meaningful dialog (with students) regarding skills and attributes • Supports adaptive, flexible approaches to implementing assessment My subjective recount and reflection
- 26. Using technology to support student reflection Reflection on Reflection: supporting students’ critical reflection https://youtu.be/EO6kbnDxDzg Reflecting on Ibises, student activities and film making https://youtu.be/4HczmskpxdU
- 27. Using technology to support student reflection Mark Parry SAE Creative Media Institute, Sydney parryville.com.au Questions