2. graduate attributes
• these are the attributes we say we teach
• to teach them they need to be taught through the
entire course in a holistic manner
• they need to be graduated across the three years
• these are skills that are learnt by doing
adrian.miles@rmit.edu.au
4. media curriculum development: media practice
development
verbal critiques simple technical exercises
year
oral verbal presentation single media modes
1
verbal assessment partial objects
written documentation whole media objects
year media with
written reflection professional orientation
2 text
written analysis inward
project documentation
all media
year applied written reflection
any media
3 media group documentation &
outward
reflection
adrian.miles@rmit.edu.au
5. media curriculum development: media practice
development
verbal critiques simple technical exercises
year
oral verbal presentation single media modes
1
verbal assessment partial objects
written documentation whole media objects
year media with
written reflection professional orientation
2 text
written analysis inward
project documentation
all media
year applied written reflection
any media
3 media group documentation &
outward
reflection
adrian.miles@rmit.edu.au
6. media curriculum development: media practice
development
verbal critiques simple technical exercises
year
oral verbal presentation single media modes
1
verbal assessment partial objects
written documentation whole media objects
year media with
written reflection professional orientation
2 text
written analysis inward
project documentation
all media
year applied written reflection
any media
3 media group documentation &
outward
reflection
adrian.miles@rmit.edu.au
7. media curriculum development: media practice
verbal critiques simple technical exercises
oral verbal presentation single media modes
reflective & contextualising
verbal assessment partial objects
written documentation whole media objects
media with text written reflection professional orientation
written analysis inward
media practice
media objects
project documentation all media
applied media written reflection any media
group documentation & reflection outward
adrian.miles@rmit.edu.au
9. media curriculum development: theory
what is an edit?
why are there edits? make sketches that
year descriptive & problem what does an edit do? realise or explore these
1 posing readings introduce ways questions as directed
of thinking & discussing tasks.
this
make a work that
responds to an idea.
read an introductory
year secondary sources & make a media work that
text
2 commentary demonstrates the idea of
“Small Things Loosely
Joined”
use theory x to do or make a work that is an
year make something. idea
primary sources
3 what theories can/would make a work that thinks
you use to explain.... ‘inside’ its media
adrian.miles@rmit.edu.au
10. media curriculum development: theory
what is an edit?
why are there edits? make sketches that
year descriptive & problem what does an edit do? realise or explore these
1 posing readings introduce ways questions as directed
of thinking & discussing tasks.
this
make a work that
responds to an idea.
read an introductory
year secondary sources & make a media work that
text
2 commentary demonstrates the idea of
“Small Things Loosely
Joined”
use theory x to do or make a work that is an
year make something. idea
primary sources
3 what theories can/would make a work that thinks
you use to explain.... ‘inside’ its media
adrian.miles@rmit.edu.au
11. media curriculum development: theory
what is an edit?
why are there edits? make sketches that
year descriptive & problem what does an edit do? realise or explore these
1 posing readings introduce ways questions as directed
of thinking & discussing tasks.
this
make a work that
responds to an idea.
read an introductory
year secondary sources & make a media work that
text
2 commentary demonstrates the idea of
“Small Things Loosely
Joined”
use theory x to do or make a work that is an
year make something. idea
primary sources
3 what theories can/would make a work that thinks
you use to explain.... ‘inside’ its media
adrian.miles@rmit.edu.au
13. media curriculum development: assessment
year technical work
75–25% participation
1 critical reflection
year participation and self
50–50% major project
2 assessment of blog
participation
blog
year
25–75% ? self and peer
3 assessment of
collaborative
projects
adrian.miles@rmit.edu.au
14. media curriculum development: assessment
year technical work
75–25% participation
1 critical reflection
year participation and self
50–50% major project
2 assessment of blog
participation
blog
year
25–75% ? self and peer
3 assessment of
collaborative
projects
adrian.miles@rmit.edu.au
15. media curriculum development: assessment
year technical work
75–25% participation
1 critical reflection
year participation and self
50–50% major project
2 assessment of blog
participation
blog
year
25–75% ? self and peer
3 assessment of
collaborative
projects
adrian.miles@rmit.edu.au
16. media curriculum development
descriptive &
oral 25–75%
reflective & contextualising
problem posing
secondary sources &
media with text 50–50%
commentary
collaboration
applied media primary sources 75–25%
adrian.miles@rmit.edu.au
17. 2. Mapping of skills and outcomes across courses/year/strands levels (60
– 90 min?)
(This is to see what we are all teaching, how things align between courses and
year levels, and to help work out if a) we are doing what we think we are, b) we
are getting ourselves and students where we think and want, c) to see what
replication, duplication, or even reinforcing we can do, and d) what we should
be doing but aren’t.
For this to work we will need a list of learning outcomes for the subjects that
each of us teach. These can be specific (how to write basic HTML) but should
also be generalisable (develop literacies to allow basic Web based competencies
in writing and customising web based material – pages, blogs, templates, etc).
Often it works best if you work backwards – what the general outcomes are,
and then what specific learning outcomes or activities achieve this.
The general is important since it is what lets us see what crosses over into each
area. For example “using a camera” doesn’t tell us much but “being able to
record and edit AV media to a n level” is something that might be relevant to
several subjects (not only technical ones).
The mapping exercise should produce a list come map of competencies/
outcomes across each year level, from that point we may also find new things
to add (assuming we are doing what we think we are and it is working…?)
This is also an opportunity to identify where various new initiatives may fit, for
example the University interdisciplinary courses, possible collaborations with
other partners, and so on.
adrian.miles@rmit.edu.au
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed.
In year three
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed.
In year three
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed.
In year three
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.
In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed.
In year three
in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much of this material may appear supplementary.
in year two the reading is more strongly integrated and forms an integral part of assessment. The assessment is directly relevant to the reading/s. Here the theory gets applied by using it in a work (essay, media object).
in year three students could be invited to use a theory or idea as the basis for a work or a project. Or they could be invited to use particular theories to explain or contextualise what they are doing. It is important to remember that what they are learning might be not so much theory x or y, but
in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much of this material may appear supplementary.
in year two the reading is more strongly integrated and forms an integral part of assessment. The assessment is directly relevant to the reading/s. Here the theory gets applied by using it in a work (essay, media object).
in year three students could be invited to use a theory or idea as the basis for a work or a project. Or they could be invited to use particular theories to explain or contextualise what they are doing. It is important to remember that what they are learning might be not so much theory x or y, but
in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much of this material may appear supplementary.
in year two the reading is more strongly integrated and forms an integral part of assessment. The assessment is directly relevant to the reading/s. Here the theory gets applied by using it in a work (essay, media object).
in year three students could be invited to use a theory or idea as the basis for a work or a project. Or they could be invited to use particular theories to explain or contextualise what they are doing. It is important to remember that what they are learning might be not so much theory x or y, but
