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Vocational media research project. BTEC Creative Media.
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Exploring skills for employment in the media industry
An investigation into classroom strategies
Victoria Grace WaldenTeacher of Media, Strode’s CollegePhD candidate, Queen Mary, ULU vwalden@Strodes.ac.uk
AIM
To develop a scheme of work and resources for vocational media
teachers which helps them deliver a curriculum suitable for developing
the skills young people need to thrive in the media industry.
Autumn Term: Progress
BEFORE
NOW
Preliminary secondary reading: media education & media industry skills
Secondary reading: vocational education & pedagogyPrimary research: Organisations, industry survey,Teacher interviews, student surveyDevelopment: scheme of work, lesson plans, resources
Findings - recapMedia vocational education• Public perception of media = academic emphasis in media education• Led vocational media still to be taught with ‘academic slant’ - ‘pre-vocational’
Media industry
• One of the UK’s most successful sectors• Striking skills gaps: business management skills (not the focus of media vocational
curriculums)
Vocational education
• Wolf: Need to develop English and maths skills, employability and work skills• But... Scepticism about large scale reform
• Good practice: project-centred learning, real-life scenarios, simulations, competition, modelling, reflection, problem-solving, and creative and critical thinking
Conclusions• ’21st century industry focus’ = business / project management skills
• Educational space, not just workplace simulation
• Heed Wolf’s warning and history of Diploma: is it time for something completely different or is it more productive to think about how those on the frontline can develop students’ skills within existing frameworks?
• Good practice: business management methodology meets excellent pedagogical practice (both have similar aims).
• Focus: • Developing independent learners who take responsibility for their own development• Reflective learners• Problem-solvers• Creative and critical thinkers • Adapt their thinking skills to different scenarios• Industry scenarios but with feedback, support and guidance from teachersWe cannot predict the shape of the media industry in the future (it changes so rapidly), but we can help prepare young people to be those at the front of these yet unknown developments.
Survey: Professionals V studentsProfessionals:
Most important: Project managementCreative thinkingProblem-solvingProfessional English
Recognised courses:BTEC / 1 mention of A Levels
Students:70% largest proportion of industry jobs are creative &
technical
Project management is most important aspect.Then: Creative thinkingTechnical skillsDesign and Creative skills
(Entrepreneurial skills and Professional English were scored very low)
[Students have misconceptions about terms ‘project management’ and ‘creative thinking’
Aims of classroom strategies• A structure with purpose needs:
– Instruction/ modelling –• student-centred approach • Transparent learning process
– Real-life scenarios and simulations• Competition• problem-solving• thinking creatively and critically• Open problems
– Support of industry professionals • Inspiration• contextualise learning
– Reflection and evaluation • ‘agile’ project management• Self-reflection
The project • Teaching instructional
pack• Live brief• Online blog space:
tracking the project and resource sharing
• Business strategy and excellent pedagogical practice
PedagogyEducation• Student-centric• Personalised learning experience
(students define own deadlines) • Creative thinking exercises• Application of creative thinking
techniques• Reflective learning• Flipped vocational classroom –
large amount of the doing is completed in own time
• Contextualised, project-based learning
Business skills• Agile project management• SCRUMS:
– 5m: Define project backlog (list of project requirements as priorities, what is the next sprint)
– 15m: KICKOFF: Define the sprint backlog– 10m: SPRINT PLANNING: Develop schedule (how long
will each task take realistically and who will do them)– 10m: DAILY SCRUM: Individuals state:
• What did you do since last scrum?• What are you doing until the next scrum?• What is stopping you getting on with your work?(NOTE: This is about making commitments rather than
blame or problem-solving)– 5m: SPRINT REVIEW MEETING: Scrum’s plan is
presented to the client (teacher) –informal meeting based on negotiation and discussion
– EACH SCRUM: New version of the scrum artifacts should be saved:• Product backlog• Sprint backlog• Burnout charts
SOW: Week exampleMonday Training day
Tuesday Wednesday Thursday Friday
This lesson is dedicated to ‘training’:
Hands-on exercises with equipment
Analysis and enquiry (for theoretical element of the unit)
Flipped classroom applied
1st ½ of lesson:STARTER: Creative thinking task
GROUPS: Apply thinking from starter to own project
SCRUM
2nd ½ of lesson: Implement project development
PLENARY: (15m) Reflection (blog)
1st ½ of lesson:STARTER: Creative thinking task
GROUPS: Apply thinking from starter to own project
SCRUM
2nd ½ of lesson: Implement project development
PLENARY: (15m) Reflection (blog)
1st ½ of lesson:STARTER: Creative thinking task
GROUPS: Apply thinking from starter to own project
SCRUM
2nd ½ of lesson: Implement project development
PLENARY: (15m) Reflection (blog)
1st ½ of lesson:STARTER: Creative thinking task
GROUPS: Apply thinking from starter to own project
SCRUM
2nd ½ of lesson: Implement project development
PLENARY: (15m) Reflection (blog)
How it will happen• Training for teachers (remote / workshop)
• Implementation of project
• Evaluation from teachers and students intermittently– Initial thoughts (from first lesson)– After first week– At production stage– End of project
Problems and limitationsThe reform of vocational education –could this be a good thing? Could this research offer
practical improvements to the current system? How will changes affect the viability of this project in the long-term?
Initial plan: Extra-curricula project aimed at those wanting to work in the industry focusing on a broad, open problem: design a media product teenagers don’t realise they want.
Positives: - as a part-time teacher it allows me to supervise project - abstract problem allows for creativity
Problems - too disassociated from working context - too much extra demand on teachers (thus lack of enthusiasm) - issue of rooming/ equipment demand - extra workload on students as exams and final deadlines approach
- potentially too abstract- time limitations (1-2 hours per week with students working in free time)- not a live brief (thus potential for de-contextualisation)
Assessing success• End result? – problematic – are students really
developing the skills or are they just lucky?
• Reflective stages – teacher observation and student self-assessment– Confidence rating in different skills– Qualitative comments (Teacher)– Initial skills assessment– Exit interview– Teacher evaluation
What next?
BEFORE
NOW
NEXTWorkshops with teachersPublication of researchSharing of resources (TES)Teacher online forum –sharingbest practice
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