(see also Deliver, Resource)
A wide range of media can be utilised to support learning and to illustrate good practice. This Design Studio includes both items about using different media to support learning and also items in a range of media formats.
We have tried to reflect this in the tags by using different terms for each. So for example using 'video' for items about using video in learning and teaching and using 'videos' for evidence, outputs in the format of a video.
A summary of the video and audio conferencing tools used in the Delivery programme is available from this blog post from CETIS.
Some examples of media enhanced learning
Springboard TV developed an internet station designed to provide an authentic experience for media students. This development led to a complete revision of the department’s curricula and also linked in to several courses as students participated in developing the station. The project team enhanced their TV production technologies to reflect current industry standards and the Springboard site was also expanded to include still images and is clearly contributing to an institution wide community network that also enables learners to exhibit their work to wider audiences. This has had a significant impact on student engagement, retentions and enrolments.
The ISCC project used technologies to support meaningful conversations between design students during collaborative design processes, and allow these to be referred to in retrospect in a way to support reflection. Their focus was on providing a range of technologies that did not interfere with the process or conversations, such as podcasts, video, projectable writing surfaces, webcams, wikis, still images. Developing trust in the recording technologies left more time to focus on 'conversations' but some of the technologies proved to be too distracting.
‘Some experiments with more sophisticated digital tools (including touch sensitive table surfaces, digital pens, and tablets) appeared to suggest such tools provide more sources of distraction and interrupt the conversation. Furthermore, in many settings a move to a more digital environment would make more difficult the mix of digital and physical objects, media and content that is important in many exploratory design conversations. Some tools (such as the eBeam pens) are usable, robust, and highly developed. However, in some situations, such technologies appear to offer less flexibility and expressiveness than traditional pens.’ (ISCC)
Atelier-D aimed to develop an online studio for distance learning students and tutors (also working from a distance) to create a sense of community and encourage interaction and engagement. They identified several approaches and trialled openly available social networking and web 2.0 tools (such as Flickr and Facebook) as well as developing a tailored Open Design Studio.
Integrative Technologies Project used flip cameras to engage large student cohorts and increased class attendance and engagement.
Other relevant delivery project outputs include:
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