Tuesday, 8 March 2016

Unit 2 thoughts

Initially I couldn't think what the unit 2 research project would be and how to build on the work I had done so far for the PGCERT, and then it fell easily into place today.
I have, thus far, talked about my reflections about being a teacher and also the different types of learning types I will face in class, and how to address and engage them.

What i didn't consider was encouraging input from those actually learning!
and then, it made even more sense to incorporate my own practice into this exercise.

The idea snowballed into a fully fledged research project that incorporated the use of video and the facilities on my own film course!

The proposal I have is to film first and second year film students discussing their own thoughts on the types of learning they have and what stimulates them as learners.  and possibly the most exciting question of all for me as a teacher.  What is that spark that makes a leaner sit up and feel engaged and excited by the subject?  Which then leads to deeper learning and the desire to research further and apply to their own practice?

My approach will be to book the film studio and use a film MA student (someone objective, and importantly non-threatening or "leading") to be the interviewer.
The MA student would be able to have on-camera conversations with 1st/2nd year film students and get to the heart of their learning experience.

I can then edit these (maybe 12) interviews together and mix with a lecture I will deliver later in April.

From this I can then write up my thoughts and reflections on the responses and how the responses can be contextualised with a broader research.

Hopefully this will be a perfect extension of my existing research and analysis into understanding my role as teacher and the nature of learning and quest for deeper learning!

Thursday, 3 March 2016

Reflections on Pedagogy and Andragogy

Yesterday Saint John Walker, the course leader for VFX at NUA delivered an interesting presentation on the nature of teaching, and developed the terms Pedagogy and Andragogy.

Its something I have been having a debate about with a lecturer on the Photography course.  He was claiming that Pedagogy is a term better suited to School children than young adults.

Saint discussed the terminology and the key distinction for me was the idea that teaching is delivered by a teacher and learning is defined by a teacher for pedagogy, whereas with Andragogy the learning aspect of the classroom is led by the student, planning what they need to put directly into practice.

It strikes me with the FMIP course that I teach on that the nature of learning starts with a pedagogical approach, as students tend to find independent study a difficult concept and need time to adapt to becoming self-motivated learners and, in particular, embracing the concept of deep learning.
This then develops through to the third year of the course when students have to work largely independently and with only nurturing guidance towards their final graduation piece.  Which to me, strikes me as a more andragogical approach, where many of the things that students are taught will have direct relevance to their industry career.

Its an area that Id like to look at more, particularly as I have been placed in charge of Year 0, which is particularly interested in developing students into independent studiers.

Tuesday, 1 March 2016

New techniques

Today I delivered a lecture to all 3 years of the FMIP course, and tried some of the new techniques I've been developing, in terms of retroactivity and engagement activities to engender deeper learning.

See below:

I managed to obtain some software that enabled students to vote on a pre-chosen subject and for the result to appear live on the big projected screen.
It created a "wow" factor as well as raising over all interactivity levels.

Its incredible to see how much of a positive effect the PGCERT is having, in particular how the Active Learning presentation kicked it all off and made me think very carefully about how I prepare for lectures and how I might actually put addressing deeper learning into action!