Recomendados
Recomendados
Más contenido relacionado
Destacado
Destacado (20)
Similar a Media Curriculum
Similar a Media Curriculum (20)
Más de vogmae
Más de vogmae (16)
Último
Último (20)
Media Curriculum
- 1. stuff media curriculum meeting feb 07 adrian.miles@rmit.edu.au
- 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
- 3. media curriculum development: media practice development 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
- 8. media curriculum development: theory 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
- 12. media curriculum development: assessment 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
- 18. adrian.miles@rmit.edu.au http://vogmae.net.au adrian.miles@rmit.edu.au
Notas del editor
- 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