Now as I said in my opening statement to the conference I don’t pretend to know very much about moving image education. I do know a little more about digital media and its use in education.
The task I was in 5-10 minutes give an answer to the question:
“What do moving image education, multimodal learning and digital media literacy mean in the 21st Century?”
Here are the sides I used to illustrate my ten-minute introductory ramble:
And here are the main points that I made:
- I started off by challenging stereotypes of moving image education (MIE). Explaining that in my experience many teachers do not really know what MIE is. Common confusions include the history of film, the history of animation and just showing children films.
- I mentioned that although these common steriotypes are an important aspect of moving image education we can’t afford to get stuck in the past. MIE should also not just be about film – I used the development of Nintendo’s Mario Character to help illustrate this.
- I mentioned that perhaps we get far to tied down arguing the definition of MIE and not enough time promoting it in the classroom. I don’t see the point of arguing a definition – we will probably never agree and I would prefer just to call many aspects of MIE good learning and teaching. If that’s is what it really is.
- I explained that we need to make sure that the MIE agenda is tied into wider policy developments both in Scotland and the rest of the UK. For example, if we are serious about MIE contribution to a future Scottish knowledge (or other) economy then we need to challenge why schools were not mentions in the Digital Economy chapter of the recent Scotland’s Digital Future Report.
- Elsewhere in the UK the Hope and Livingstone Review (titled: Next Gen.) talks about transforming the UK into the worlds leading talent hub for the video games and visual effects industry.
- The Horizon Report mentions the use of computer games in learning and Scotland is also in the process of developing a Technologies for Learning Strategy.
- MIE needs to linked to all of this wider policy rather than trying to carve its own path and re-invent itself.
- We also need to make sure that practitioners have a better understanding of how digital literacy fits into a Curriculum for Excellence (Scotland’s new curriculum).
I remain convinced that Health and Wellbeing Outcome 16a...
I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
...is the most important outcome in the CfE Experiences and Outcomes. Why? because it is the only outcome that reminds practitioners that keeping children safe on-line is everyone’s responsibility.
However, one big issue presented by an experience based curriculum is that it is open to interpretation. What do we do about the practisoners that look at the above outcome and don’t see that this means ‘digital word’?
Another important outcome is Literacy 18a...
To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my resources.
... again, we need to make sure that practitioners understand that this DOES NOT just mean traditional text. It means all forms of media including traditional text, digital text, images and moving images.
- Being able to assess the reliability of all forms of media is an important skill for young people because they need to apply the same skills and techniques to assess the credibility of people them meet online.
- Everything needs to be more joined up. Aspects of MIE and digital literacy need to be an invisible in a classroom and a key part of a teachers pedagogical pencil case.
- I also stated that although young people being able to use, understand and interpret digital content was important. We also needed to ask some bigger questions regarding access. Currently and in the future most young people will access moving image digitally. BUT all over the UK there are still schools where the playing of digital videos (downloaded and streaming) is blocked due to firewalls and/or bandwidth.
- Finally, I stated that MIE needs to be forward looking and forward thinking. I finished my presentation by showing four videos that I had spiced together of different types of moving image education.
1) The first was from Kahn Academy – over 1 million views a week of people wanting to learn maths. Some people would say that this is not moving image education – of course it is! It moves and you can learn from it! Just because it does not fit into your personal definition of what MIE is does not mean you should dismiss it. Kahn Academy is accessed via YouTube.
More information about Kahn Academy below:
2) The second video demonstrated how YouTube Videos are now also interactive. You can add hot spots to the video that allows learners to change the direction of the story and interact with the characters and plot.
I showed part of the example below:
3) The third video takes things a stage further where you are no longer interacting with the click of a mouse. The Microsoft xbox Kinect allows you to interact with the images and characters without the need of a peripheral controller. It is heavily immersive and the technology opens up all sorts of new possibilities.
I showed a short clip from Kinectimals:
4) Lastly, a showed a video of how game play is likely to evolve. Again using the Microsoft xbox Kinect where the camera on the games console recognises your facial expressions and then is able to able to respond to your mood.
I illustrated this with a clip from Microsoft Research Project Milo:
Finally, I concluded, that perhaps the biggest danger and threat to MIE in schools is getting stuck in the past and the term MIE itself?
Cross posted on LTS Technologies for Learning Blog