Being trained in the Visual Arts, images and their manipulation by using visual elements and visual literacy is an engaging and creative area to work in. New and emerging technology has made the manipulation and production of visual images into content and knowledge much easier, more dynamic and more collaborative. The area of interest that I’d like my pedagogy to develop into is the area of personalised learning using social software and web 2.0 technologies associated with the very visual concept of scenario based learning. This concept although not a medium of Film and Television per se is aligned to the genre of animation which has a historical association with television.
Scenario based learning (Lawson, 2008) is a design consideration that uses rapid elearning software where students interact in a virtual environment completing tasks or quests, that are content specific , played in self designated or context specific roles. The learning occurs due to the interaction and immersion within the situation they are playing out. Real life issues presented as problems to be solved either individually or collaboratively with associated consequences for their decision making, makes this an experiential learning experience (Bloom cited in Jones, 2007). This type of learning allows the student to use critical thinking and reflection to consider all the options, which is presented as instantaneous feedback.
The programmes Raptivity and Adobe Captivate allow educators to design and embellish subject specific scenarios that simulate real life contexts. These software packages offer frameworks on which you can design and create your virtual scene. Templates make the selection process easier and technical programming doesn’t appear to be a must have skill. Step by step instructions and a logical interface appear to make this programme user friendly.
Scenario based learning is engaging, it offers the flexibility of online sites which can be revisited and replayed. This type of learning has the potential to be personalised (McLouglin & Lee, 2010) with specific considerations for learning preferences and technical competency factored into the designs. It takes advantage of the social and collaborative learning that students bring to school, positing learning within their own real life context.
Another consideration that I would like to include in my teaching ideology is to use the untapped potential of mobile phones to create situated learning opportunities that are not dependent on formal learning environments.
The appeal of using handheld camera phones that allow a type of ‘citizen journalism’ (Hartnell-Young & Vetere, 2008) in the form of student narratives is now more easily facilitated by the use of software such as Lifeblog. Lifeblog enables the viewing, editing and storage of images and messages from mobile phone to personal computers.
Creating, producing and sharing content are activities that describe the participatory nature of youth culture (Jenkins, 2006). By bringing these types of activities into the classroom you acknowledge
- a perspective of the world with multi viewpoints
- that all perspectives have value
- that students bring to school life experience and cultural capital
- that students gain agency in terms of the power of autonomous learning
- that scaffolding and support can be provided on an individual basis.
The pedagogical significance of this type of learning is that teachers have to be prepared to take on the risk that is involved in using mobile technology. This risk is associated with going up against school policy that bans there use. It also involves going against much of the thinking that determines whether a new or appropriated technology enhances learning as opposed to merely entertaining students.
The other consideration is that assessment parameters need some realignment if they are to include the broader aspects of digital learning. Much of the thinking about technology is that it is a something, a skill, or competency when in fact a lot of the work is ongoing and fluid not something that can be easily evaluated. Assessment needs to consider the whole process which may be individual or collaborative that creates student generated work (Hartnell-Young & Vetere, 2010).
Many of the pedagogical considerations I aspire to use in my practice are only possible due to emerging and evolving digital technologies. These technologies enable learning to be constructed within different contexts to traditional learning environments.
They open up the possibilities for the creation, production and consumption of knowledge, making the process of learning autonomous and student directed (McLouglin & Lee, 2010). The notion of autonomy works well with the pedagogic strategy of Stephen Murgatroyd (2010) that is “work less learn more”.
If students are engaged and motivated to learn by virtual situated learning environments (Jones, 2007) or mobile technology which allows them to direct and mediate their own learning, if they can participate in communities of expertise and work to an individual programme then teachers may have less to do. But the adage of Murgatroyd (2010) is also about learning more. Technology combined with good pedagogical intent and creative content design should mean the learning will be enhanced to give better learning potentials.
Imagine being a student learning in a virtual situated learning environment where your role is head curator of Iraq ’s Museum of Art Mesopotamia . There is widespread looting, many of the treasures have been damaged and your collection is deemed to be one of the most important archeological collections of the ancient world as many pieces document the beginning of civilisation. Imagine the problem solving and raft of real world considerations that have to be investigated and thought about. This is critical thinking, planning and implementing in a virtual world, but with real world considerations, a very exciting future prospect.
References:
Jenkins, H. (2006). Confronting the challenges of Participatory culture: Media education for the 21st century.Retreived 4 October, 2010 from http://blackboard.qut.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_64558_1%26url%3D
Lawson, T. (2008). Scenario + Rapid e-learning = Powerful learning In Hello! Where
Are you in the landscape of educational technology? Proceedings ascilite Melbourne
McLouglin, C. and Lee M, .J. W., (2009) Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software.Retrieved 3 October from http://www.ascilite.org.au/ajet/ajet26/mcloughlin.pdf
McLoughlin, C., and Lee, M., J., W. (2008). Mapping the digital terrain: New media and social software as catalyst for pedagogical change. Retrieved 3 October, 2010 from http://www.ascilite.org.au/conferences/melbourne08/procs/mcloughlin.pdf
Jones, S. (2007). Adding value to online role-plays: Virtual situated learning environments. In ICT: Providing choices for learners and learning. Proceedings ascilite
Hartnell-Young, E. and Vetere, F.(2008), A means of personalising learning: Incorporating old and new literacies in the curriculum with mobile phones. Curriculum Journal, v19 n4 p283-292 Retrieved 4 October, 2010 from http://www.informaworld.com.ezp01.library.qut.edu.au/openurl?genre=article&id=doi:10.1080/09585170802509872
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