10,541 research outputs found
The Role of Collaboration and Feedback in Advancing Student Learning in Media Literacy and Video Production
Educators can learn many lessons as they implement collaborative project strategies, manage appropriate feedback, and measure communicative skill development in the media literacy classroom. This article examines case studies and learning outcomes in a high school digital production classroom taught by a veteran media literacy educator
Film(making) education for all? British cultural policy and film education
Since the late 1990s various consortia have published papers and reports seeking
to establish a systemic public film education in Britain. Despite the time and
effort taken by colleagues in organizations such as the British Film Institute (BFI),
who have been involved in the production of these papers since at least Making
Movies Matter in 1999, it is observable that each policy initiative has eventually
fallen away. This article seeks to explore the discourse that these reports, taken
together, present and how this might impact the development of a future public
film pedagogy, as well as affect students who seek to study film and television
production at later stages. This research was finalized shortly before the COVID-19
pandemic, at a time when the film and television industries in Britain were
demonstrating huge fiscal successes; however, the fate of the talent that will shape
the future of these industries is still very much hanging in the balance
A Consensus on the Definition and Knowledge Base for Computer Graphics
Despite several decades of historical innovation, measurable impacts, and multiple specializations the existing knowledge base for Computer Graphics (CG) lacks consensus, and numerous definitions for it have been published based on distinct contexts. Disagreement among post-secondary academics has divided CG programs into three contextual areas that emphasize different topics. This division has resulted in the decontextualization of CG education, and CG programs now face several challenges in meeting the needs of industry. Employing the Delphi Method, this investigation explored the perceptions among post-secondary educators and industry professionals about the definition of CG and how it is identified in terms of characteristics and context. The outcomes of this investigation identified CG in the technological paradigm, and provided a road map towards a true definition and distinct knowledge base necessary for establishing CG as a formal computing discipline
Didactic Opportunities and Challenges When Focusing on 21st Century Skills. A Case Study of Project Based Learning Processes in a Lower Secondary EFL Classroom
Erfaringsbasert masteroppgave i undervisning med fordypning i engelskVID-MAUENGENGMAU65
Information Uses and Learning Outcomes During Guided Discovery in a Blended E-Learning Game Design Program for Secondary Computer Science Education
This study investigates middle school and high school studentsâ online information uses and social constructivist engagement during a blended e-learning program of game design for computer science education. Students use a learning management system (LMS) pre-populated with curriculum and resources, participating in an in-school class, daily for credit and a grade for a year, with non-expert teachers. This blended e-learning model aims to contribute to scaling of CS education, towards meeting the needs of teacher shortages in this domain. The study draws on Google Analytics data to describe student activity patterns and investigate relationships between measured patterns and learning outcomes. Findings show two activity factors emerging in student resource uses (less advanced, more advanced), and correlations between uses of more advanced resource, and outcomes. Further, student uses of the âteam page,â the locus of their social constructivist game design engagement online, are highly correlated with outcomes. The research offers some support for effectiveness of such blended learning approaches in supporting CS education in this age group through knowledge-building, while also showing areas for improvement in instructional design, including direct scaffolding of information literacy instruction in such contexts
Digital storytelling : building 21st century literacy skills in the secondary classroom
Digital storytelling has been a popular activity in technologically well-equipped classrooms, and is gaining popularity due to its ability to help build important 21st century skills for learners and engaging lessons for instructors. This paper reviewed twenty peer-evaluated investigations from 2001 to 2010, citing five original qualitative case studies, twelve research-based papers regarding digital narratives and the skills needed for the 21st century learner. Included in this review is a definition of digital storytelling via a detailed model, an explanation of the 21st century literacies, obstacles to integrating digital narratives, and discussion of related communication skills. Recommendations were made based upon the review encouraging the continued implementation of digital narratives in the classroom, and the promotion of this activity as a viable skill builder
Teacher competence development â a European perspective
This chapter provides an European perspectives on teacher competence development
The impact of technology: value-added classroom practice: final report
This report extends Bectaâs enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded.
The project proposes a broader perspective on the notion of âimpactâ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning.
The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schoolsâ senior managers, were interviewed as part of a âdeep auditâ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachersâ log activity. The aim of this was to obtain a broader contextualisation of their teaching
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