The brief storyboard activity illustrated is intended to highlight how the use of some graphical images can draw attention to the task to be outlined. The task is for course assessors to determine how an activity involving a group discussion and/or decision making needs to be evidenced so that each individual participant's contribution is noted and can be accounted for.
The scenario is that the learners shown are relating their involvement in a work experience programme and comparing their achievement in terms of knowledge and practice. The problem then as stated and reinforced by the graphics is how to record what each person contributes to the discussion as an illustration of what each has learned.
This is a common problem in assessment where groups are involved
Such a group of graphics might also serve to illustrate to the participating learners the need to record their own experiences prior to the group discussion. The use of multimedia in preparation for a group discussion such as each participant recording a short face to camera account of their experience of the work placement would be very helpful and ensure each learner did present an account of themselves to the group. They would then introduce this to the group which would form the basis of discussion and each learner could make notes of the key learning points from each. A final contribution might be for each learner to compare their own experience with the others and learning points arising.
The conclusion is that a story telling activity can both highlight issues for assessment to the learners as well as to the assessors.
Thursday, 30 April 2015
Sharing multi-media content
The possibilities for enhanced learning brought about through the use of multi-media are exciting, adventurous and can bring enormous benefits both to learners who might have been satisfied by existing methods and those who for whatever reason have not been well served by current methodologies.
The term 'multimedia' is used here to mean the range of communication channels such as audio, digital photos and video, each used alone or in combination, in addition to text, to provide a varied and enhanced way of engaging individuals in the learning process. With assessment being a vital component in both learning and in giving recognition to achievement of learning (i.e. accreditation etc), multimedia can also contribute a great deal to assessment.
While the components of multimedia have been available for a considerable time it is the recent advances in the capture and delivery of multi-media through digital technologies using low cost devices such as smartphones that have made possible its much more extensive use. Finally the use of cloud based resources that enable rapid sharing of multi-media has brought the benefits to many.
Many learners have difficulty in using traditional text based resources for a number of reasons that include the environment where learning may need to take place, such as a construction site or through personal reasons such as lack of literacy skills or various states of learning disability. The ability to access a learning resource such as an audio or video explanation on a construction site brings big benefits. Similarly for learners who through lack of literacy or speaking skills have difficulty in accessing traditional text based resources evidence is emerging that they may become more readily engaged with images and video sequences. They may also be able to respond more readily through a keyboard or touch-screen than by attempting to apply a pen to paper. In this way multimedia can play a large part in achieving greater inclusivity in the learning process.
It is in the evidencing, or assessment of learning whether to show progress or to demonstrate final achievement that sharing becomes a vital component. For similar reasons just discussed there can be greater inclusivity with multimedia since it can now be readily accessed wherever the learners, tutors or assessors happen to be since it is available to share through any digitally connected device that has access to cloud based resources.
With any new venture there can be negative aspects.There is a need to be able to engage with the devices that capture and distribute multimedia but generally it is in some ways surprising the extent to which individuals from a very wide range of abilities seem able to interact with these devices after sometimes quite limited experience. Possibly the satisfaction through the interaction with multimedia aids motivation to 'keep trying' but it doesn't seem to be an impediment to its wide ranging use.
The term 'multimedia' is used here to mean the range of communication channels such as audio, digital photos and video, each used alone or in combination, in addition to text, to provide a varied and enhanced way of engaging individuals in the learning process. With assessment being a vital component in both learning and in giving recognition to achievement of learning (i.e. accreditation etc), multimedia can also contribute a great deal to assessment.
While the components of multimedia have been available for a considerable time it is the recent advances in the capture and delivery of multi-media through digital technologies using low cost devices such as smartphones that have made possible its much more extensive use. Finally the use of cloud based resources that enable rapid sharing of multi-media has brought the benefits to many.
Many learners have difficulty in using traditional text based resources for a number of reasons that include the environment where learning may need to take place, such as a construction site or through personal reasons such as lack of literacy skills or various states of learning disability. The ability to access a learning resource such as an audio or video explanation on a construction site brings big benefits. Similarly for learners who through lack of literacy or speaking skills have difficulty in accessing traditional text based resources evidence is emerging that they may become more readily engaged with images and video sequences. They may also be able to respond more readily through a keyboard or touch-screen than by attempting to apply a pen to paper. In this way multimedia can play a large part in achieving greater inclusivity in the learning process.
It is in the evidencing, or assessment of learning whether to show progress or to demonstrate final achievement that sharing becomes a vital component. For similar reasons just discussed there can be greater inclusivity with multimedia since it can now be readily accessed wherever the learners, tutors or assessors happen to be since it is available to share through any digitally connected device that has access to cloud based resources.
With any new venture there can be negative aspects.There is a need to be able to engage with the devices that capture and distribute multimedia but generally it is in some ways surprising the extent to which individuals from a very wide range of abilities seem able to interact with these devices after sometimes quite limited experience. Possibly the satisfaction through the interaction with multimedia aids motivation to 'keep trying' but it doesn't seem to be an impediment to its wide ranging use.
Example of image taken with a mobile device
Preparing for discussion with an OCN London Centre
Visits to centres might involve a lot of preparation to ensure the right documentation is available such as examples of existing programmes or new qualifications or approaches to assessment that will be valuable to the centre. This photo is a quick 'snapshot' taken with a mobile device of the types of documents that could be helpful for a meeting with centre staff.
Visits to centres might involve a lot of preparation to ensure the right documentation is available such as examples of existing programmes or new qualifications or approaches to assessment that will be valuable to the centre. This photo is a quick 'snapshot' taken with a mobile device of the types of documents that could be helpful for a meeting with centre staff.
Tuesday, 17 March 2015
Tuesday, 10 March 2015
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