Context Statement
The students on this course are aiming to progress onto a level 3 course at the college and are currently on this one year program. The course covers photography, media and graphic design and gives students a taste of each discipline and help them to decide which area at level 3.
There are 24 students at the moment and they are usually split into 2 groups of 12 as the room supplied is too small with not enough computers. All computers are now working and it is the intention to have only 12 at a time in the room. The groups are supported by 2 teaching and learning assistants.
There are 24 students at the moment and they are usually split into 2 groups of 12 as the room supplied is too small with not enough computers. All computers are now working and it is the intention to have only 12 at a time in the room. The groups are supported by 2 teaching and learning assistants.
Sometimes we are joined by students via the NEETS program and younger students may at time be part of the group this is often done without prior notice and students have to be accommodated at short notice.
Unit 9 and 10 are now going to be delivered seperately on different days, photography on a tuesday in the photography studio and animation on a weds in the University building. The assignment paper will be altered accordingly, and a new photography one generated.
The animation course finishes at xmas and after that they are doing the photography unit, I have however had my rota timetable altered and I am now able to introduce some of that photography on a tuesday. This has allowed the students to experience a variety of lessons from portraits to light drawings that can be made into animations, and the Halloween portrait session we had previously.
Ideally we need a better provision with more room with better access to computers for all the students. With the advent of wifi ideally we could do with some small laptops that could migrate room to room.
The animation course finishes at xmas and after that they are doing the photography unit, I have however had my rota timetable altered and I am now able to introduce some of that photography on a tuesday. This has allowed the students to experience a variety of lessons from portraits to light drawings that can be made into animations, and the Halloween portrait session we had previously.
Ideally we need a better provision with more room with better access to computers for all the students. With the advent of wifi ideally we could do with some small laptops that could migrate room to room.
Delivery over the internet via Blogger
The main aspect of what I do is to provide a curriculum that really does offer a new and exciting method of teaching and learning to happen. The use of books for students to evidence their work is a method that is now outdated and run its course, learning using the internet is the way forward in the 21st Century. The age of the 'Social Network' is upon us and should be embraced if not with just caution but open arms as a method for addressing equality and diversity and differentiation in all its forms.
When I see learners from other areas carrying books around held under arm or in bags all I see is hidden learning taking place. A type which is hidden away from not only the tutor but fellow students as well. It almost becomes as personal as a diary that is reluctantly handed over for examination at the end of the course.
The system I use is based on the website called Blogger and offers the learner a 'free' software package to form their own website. Blogging is a form of online diary and allows thoughts, ideas, research and development, audio, video and images to embellish the way that each student wants to learn.
The whole of my paperwork that would normally be sat in a folder in the staff room is on my support site , which I call my 'Tutor Support Website'.
To under pin this the assignment paper and full context statement for the whole course are also available from this site.
Each of the learners has their own website as well, which can easily be set up on average in less than twenty minutes. Once the learners have their own websites , they can personalise them to suit via the variety of templates and personal uploads they can perform. For all the students I have a blog on the tutor site which explains all they need to do to set up and use their own blogger websites so they can refer to it for aid and support.
The students can then follow each other via a mechanism similar to a lot of social networking websites where they can have their own profile with a picture along with relevant information on that student.
What this means is that they can view and leave comments on other students work underneath their last blog entry, photographs or piece of work. This means that I as a tutor can leave comments to inform, direct and support students, but also they can get peer feedback to gain help and support from fellow students. This means they can learn off each other as well as from the tutor in a totally open and inclusive manner.
This approach helps to target people who may want to do 'Distance Learning' and as such this is an area I am currently working on to improve the inclusion of people from much further a field than the normally perceived catchment areas.
All students need to be able to access information to learn, evidence their thoughts and ideas in a method that suits them as an individual. Some learners have physical or mental problems that in varying levels need support. Other students may be disaffected in some way, vulnerable, or socially excluded. It is these people who we need to reach out to to offer them a way to learn or a way back into learning. Inclusive learning and education aims to provide for all learners whatever their particular needs, so they can fulfil their potential and have a richer active part to play in the wider community once they leave education.
The main barriers to any learning taking place tend to be language and communication, that is why I consider the website method to work so well. It encourages 'inclusive practice and widens participation' and allows all students to communicate with each other. This communication amongst students and with the tutor is all evidenced via the comments left on everyone’s work underneath each blog entry.
The blogger website is also available in other languages and can allow students from different cultures and languages to be part of this course.
This method of inclusion and involvement not only overcomes any alienation but also creates a group spirit and connects each and everyone within the group. Within a class its very possible that using traditional methods someone at one side of the class would have no idea what the students on the other side of the classroom are doing, let alone what they are saying or thinking. But with the use of blogs this is all overcome and 'allows total transparency in the learning environment'.
Edmodo is a new system which is on trial with this group, this is fully explained to the group via links and power points so they understand its features. They have been using it over the first few weeks of 2012. The main idea is that I can see what they are producing along with other peers and parents can have a log in as well. In this way the students are supported with their education at home and also by their fellow students and the tutor. This should help the feeling of community within the group and thus help retention with teaching and learning.
Assessment Strategies
The assessment of work is aided by the self tracking and self labelling of any work that is produced. This is vital in understanding 'where' you are within the curriculum as it is delivered. And allows for accurate and timely (S.M.A.R.T) adaptation or targeting of criteria that may have not been met. And it also allows confirmation to the students as to what they have achieved as well. All of this self tracking is commented on as the students progress in a very strong formative manner on a regular and written evidenced way appearing automatically next to their work on their blog websites.
Feedback Strategies
The whole system of using blogs online allows the work of all students to be viewed by not only the tutor but also by all the students themselves. This allows transparency as to how students are achieving an thus adequate timely intervention to allow improvements to happen to the students work.
All the students can leave comments on each others work which can build a team ethic of helping each other to learn (peer to peer). This evidence is written and S.M.A.R.T and also automatically dated and timed. Feedback is also given in every session verbally and typed into their blogs via one to one tutorials, the target being to talk to every student in every session.
There is even a section for parents to get involved with their students work to raise awareness and allow support to be given by them as and when required. This is all explained under the 'Parental Invitation' tab section of this website.
College Directives / Practices
For accurate and up to date student information please refer to the Student Information section on the college website;
Inclusive Practice The course itself is all set online, that includes all schemes of work along with all lesson plans available for students to view. This is to allow a full inclusion from the learner as to the course. There is a feedback mechanism embedded in the blog which allows students to have their say and voice any concerns or worries about the course its structure and delivery. This allows the student voice to directly affect the next delivery of the scheme of work, and for any improvements that could be considered. Inclusion is a very large part of how Blogger and Edmodo both work, they include the tutor, peer to peer, and parental involvement in every part of the curriculum delivery. Widening participation is also a huge part of how these systems involve and include the valuable and broad participation of all parties. Course Information At all times students can view any aspect of the course from lesson plan, scheme of work and course outline / criteria from this website. The students have full access to how the whole course is marked and graded via the file downloads tab on this website, plus all other relevant blog entries from the tutor site. Resources The course includes use of cameras and related accessories, studio and portable lighting, location photography, image capture and the portfolio presentation of images, from a variety of subjects either on the website or in printed portfolio format. The students have access to a fully equipped photography studio which has been equipped to professional standards with the latest Hi-Glide system and studio lighting facilities.A camera store has a full range of cameras and lenses which are available to loan. Equality and Diversity framework The differentiation of learners and ‘Equality and Diversity framework’ is adhered to via the G.R.A.D.E.S criteria (gender, race, age, disability, ethnicity, sexuality). The teaching and learning styles that are employed in this scheme reflect the needs of the students. Rich and varied media can be used via the website, which can also embed text, video, photographs and audio recordings to allow students to express their individuality and preferred learning style to allow high achievement alongside enjoying the course. Then whole course is set up to offer inclusion from all learners whether they can attend the college or not. Students are able to choose to work online and keep track via the RSS feeds as to what is delivered and expected for each lesson throughout the delivery program G.R.A.D.E.S, 1. Gender 2. Race 3. Age 4. Disability 5. Ethnicity 6. Sexuality It is vital that there is an awareness of issues of diversity in the subject of equal opportunities within the FE sector. All of which has to be considered when constructing and educational program or curriculum planning . Courses must be seen to not only be compliant to legislation and guidelines but to also translate that into courses which address these issues and attract a rich and diverse cohort. Equality and diversity are often at the forefront of the management and staff of FE colleges and there is a strong onus on the correct curriculum being in place which are inclusive, equal and diverse. This is paramount in providing a safe environment in which students feel encouraged to voice their opinions, religions and beliefs in the correct way and without fear or favour. Functional skills and ECM framework Younger 16-18 year old learners do attend and so the scheme of work reflects that accommodation of differentiation and the ECM criteria. Functional skills are delivered via a specific tutor for one hour per week. ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. 1.The importance of eating sensibly, staying physically active and getting enough rest. 2.How to make positive choices and take sensible actions. 3. How to protect their emotional, social and mental well being. 4. The long term consequences of the lifestyle choices they make now. Learning to be safe
Learning to enjoy and achieve
Learning to make a positive contribution
Learning to achieve economic wellbeing
Safeguarding The safeguarding of students is of paramount importance to allow optimum achievement whilst on this course. The learner is the main focus within the framework of this scheme. This runs alongside the current college support mechanisms( see link) . Lanyard checks are taken at the beginning of each session and online registers are taken. Edmodo is a safe and secure method of teaching and learning and is very secure with student information and their use is ring fenced by a student code system (see detailed handouts or web links to Edmodo). Assessment Methodology Assessment evidence is recorded in an ongoing formative format on a blog website http://www.blogger.com. And allows feedback to be not only given but evidenced on a regular basis to encourage students to stretch themselves and achieve higher. The students all 'self track' and take ownership of each piece of their work by labelling their blogs and images to meet certain criteria. All marking structure is available via the file download tab on this site which clearly shows how all marking and grading is assimilated. Smart Targets It is also a focus of this scheme to have clear objectives which are S.M.A.R.T, Specific, Measurable, Achievable, Realistic, and Time-bound. With the use of the internet being the whole basis of this course it means that at any given time their is total transparency of events and feedback is both from the tutor and peers. It is my opinion that 'pro monitor' is too disjointed from the learners work and doesn't work as well as this method of working which has proven to work in the high level of attainment achieved by learners on these courses. Edmodo allows students to TAG each piece of work which can be used for criteria and other specified themes or assignments. Student Progression Progression is accommodated for by the range of level 3 course the college offers. In Photography, Media of Graphic Design Also potentially the normal progression offered at the college will also be onto a Foundation Degree Course in our HE sector. Differentiation Student progress is reviewed very regularly not only via tutor tracking but self tracking and labelling via the student blog entries. This ownership of student learning allows and promotes the achievement of higher grades .The practice of online learning has opened up the possibility of Distance Learning Packages being developed within this area. Which will widen participation and encourage a very broad catchment of learners from a differentiated background. The differentiation of learners and how they prefer to learn has been considered at all times. The learners are offered an alternative to working online via sketchbooks, but so far all learners have been comfortable working this way and are guided and supported at all times. Edmodo and Blogger both allow individual profiles and detailed information on how students prefer to learn so that the tutor can see which method of teaching and learning will suit each students.(see detailed handouts and powerpoint as too much information to replicate here). Praise and Reward Praise and Reward is covered by the Badges that can be awarded to each student for good work and perfect attendance etc..New badges can also be created by the tutor to suit any theme or assignment the students may be working on. This can motivate students to produce more work or attend college more frequently and thus be a useful way to prevent retention. For more details and information please visit these websites , www.blogger.com www.edmodo.com www.help.edmodo.com www.blog.edmodo.com | ||||
