Media Education - PowerPoint PPT Presentation

1 / 30
About This Presentation
Title:

Media Education

Description:

... teachers, databases, experts, social software, wikis, blogs, ... Lakoff, George (2002) 'Moral Politics', 2nd ed. Chicago: University of Chicago Press ... – PowerPoint PPT presentation

Number of Views:209
Avg rating:3.0/5.0
Slides: 31
Provided by: inst50
Category:
Tags: education | media

less

Transcript and Presenter's Notes

Title: Media Education


1
Media Education the Democratic
IntellectMedia Literacy in ACfE
  • Rick Instrell
  • AMES Conference, Glasgow
  • 18 May 2007
  • www.rickinstrell.co.uk

2
(No Transcript)
3
The Democratic Intellect
  • "democratic intellectualism"
  • Conservative politician, polymath and cultural
    nationalist Walter Elliot (1888-1958)

4
Democratic Intellectualism
  • recruitment of a discursive élite from the widest
    social catchment area
  • a widely-diffused and open intellectual system
  • combination of methodological rigour with an
    openness of agenda
  • commitment to socially participatory and academic
    thought as an instrument of social action and
    interaction
  • thinking for oneself in a public context in which
    ideas about the common good might be freely
    expressed

5
George Davie (1912-2007)
  • a cogent, multidisciplinary argument for
    philosophy as the calibrator of an individual's
    full humanity (Christopher Harvie)

6
Scottish Myth of Education
  • To be Scottish is to share in the democratic
    intellect
  • Wide access to education
  • Generous public provision
  • Induction into shared intellectual discourse
  • Not taking authority of argument on trust
  • Gaining merit through public acknowledgement
  • Common curricular experience inducting pupils
    into a common culture
  • Generalist rather than specialist
  • (Gray, McPherson Raffe, 39-40)

7
Secondary Education 1947
  • Democrats are best produced in schools that are
    democratic in spirit and practice, and no school
    can be that if its life is too straitly ordered
    by external authorities, or its headmaster is
    autocratic towards colleagues and pupils, or the
    staff is authoritarian in its dealings with boys
    and girls, and leaves them no real part in
    regulating the life of their school community.
    (page 14, section 67)

8
Secondary Education 1947
  • Pupil-centred philosophy
  • Subject knowledge subordinated to the creation of
    a predisposition to lifelong enquiry
  • Integrated approach to school subjects
  • Decentralising control over content, pacing,
    assessment
  • Passing control from centre to teacher to pupil
  • Trust in teachers
  • Education that places emphasis on pupils common
    humanity rather than differences between them
  • (Gray, McPherson Raffe, 31-35)
  • Media education follows the tradition of the
    democratic intellect

9
ACfE
Well thats us lost 3-1 then
10
ACfE Four Capacities
  • Media education obviously relates to the four
    capacities e.g. see Moving Image Education and
    ACfE (Scottish Screen, 2006)
  • Should add 5th capacity Learning to transform
    (lifelong learning)

11
ACfE LTScotland
  • Most of their personnel have a progressive view
    of education
  • Tickbox mentality exists
  • Introductory presentations have often been
    vacuous and a waste of valuable time
  • Often little time for discussion/debate
    (anti-democratic)
  • Often anti-intellectual
  • Often little sign that there has been thought on
    what a discipline is, why it exists
  • Cross-cutting themes vague and unstructured

12
Media Literacy in ACfE
  • Since last years AMES conference there are
    encouraging signs
  • LTScotland expected to sign up for European
    Charter for Media Literacy at www.euromedialiterac
    y.eu
  • Continued growth of interest in MIE especially at
    Primary level (see Scottish Screen MIE and ACfE
    report)
  • Media will feature in experiences and outcomes
    for Language and Literacy
  • Expect to see literacy defined as multimodal
  • Media will feature in cross-cutting themes such
    as Sustainable Development (materials for S5-S6
    PSE, geography, science, English, media studies)
  • Graphic novels resource on LTScotland site
    www.ltscotland.org.uk/literacy/findresources/graph
    icnovels/index.asp
  • Buffy the Vampire Slayer guide and other
    resources from City of Aberdeen soon to be on
    LTScotland website

13
The Monolith
SQA
14
SQA Corporate Plan
  • Provide qualifications and support to match the
    needs of individuals, society and the economy of
    Scotland
  • Inform and support national policy development
    and implementation
  • Re-design our services and processes to make them
    better to use and more efficient
  • Develop a highly-skilled, motivated and effective
    workforce
  • Increase the use of SQA qualifications and
    services nationally and internationally
  • Q. Where is the democracy?
  • Where is the education?

15
SQA
  • Name changes (SCEEB-gtSEB (SCOTVEC) -gtSQA)
  • From board to authority
  • From education to examinations to qualifications
  • Monopoly
  • Lack of accountability (disappearance of subject
    panels and advisory groups)
  • Increasingly dictatorial (prelims, changes
    mid-session)
  • Expensive for local authorities
  • Excessive documentation

16
Teachers Views of SQA
  • Widespread concern over validity of examination
    grades
  • Poorly vetted questions
  • Questions designed to catch out candidate
  • Absurd lengths of time for some exams (e.g. Media
    Production questions in Int1 Media Studies)
  • Backwash effect of NABs and of prelims that have
    to reflect whole course
  • Teacher performance being measured by
    SEED/HMIE/local authority/management as if it
    accurately reflects pupils attainment
  • Blame the teacher SQA is faultless

17
Lifelong Learning
  • Adults used to be able to study Ordinary and
    Higher Grades at evening class because internal
    assessment was minimal
  • Since Standard Grade this has been very difficult
  • Omission of adults compounded in Higher Still
    development
  • ACfE 3-18 will adults be forgotten again?

18
NABs
  • Very expensive
  • Impediment to effective teaching and learning
  • Impediment to lifelong learning
  • Impediment to preparation for external exams
  • Widespread workrounds e.g. teach the test
    forget about them and only do them if youre
    moderated
  • Lead to excessive teacher and pupil workload
  • Education examinations
  • Embedded core skills (e.g. girl with 4AHs and
    Int1 in Working with Others)

19
School Management
  • Complete change in recent years
  • Control by checklists/audits/computers
  • Micromanagement (e.g. compulsory homework
    lesson plans)
  • Excellent teachers promoted to become
    authoritarian bean counters
  • Widespread workrounds by PTs
  • Virtual school improvement (whilst the
    supertanker sails on unchanged)
  • Complete lack of educational vision from
    management
  • Very few secondary schools have made provision in
    2007-2008 timetable for ACfE developments e.g.
    making time for cross-cutting work

20
SEED
  • Who are they?
  • Whats their educational vision?
  • Whats the rationale for decisions?
  • Why cant we see the minutes?
  • Whos in charge? (the LTS double-take)

21
Meanwhile back in the trenches
  • We trained hard, but it seems that every time
    we were beginning to form into teams, we would be
    reorganised.
  • I was to learn later in life that we tend to
    meet any new situation by reorganising, and a
    wonderful method it can be for creating the
    illusion of progress while producing confusion,
    inefficiency and demoralisation.
  • Caius Petronius 66 AD
  • More likely Tominus Atkinus, disgruntled Tommy
    1945 AD

22
Teachers
  • Primary teachers quickly appear to warm to ACfE
    (nurturing parent rather than strict father
    model, George Lakoff, 228-236)
  • Fewer barriers in primary classroom
  • Many secondary teachers sceptical (initiative
    burnout, cuts in per capita and CDP budgets)
  • Workload gives no time to reflect, no time to
    work in a cross-disciplinary way
  • Some subject teachers anti-intellectual and
    resistant to working outside their discipline
  • Many possess poor ICT skills cf. pupils (Prensky
    they are digital immigrants rather than
    digital natives www.marcprensky.com)
  • Many teachers (and the state) have a deficit
    view of pupils digital skills rather than
    viewing them as an asset to be exploited in
    order to develop literacy (Kathleen Tyner)
  • Progressive teachers need to see the benefits of
    ACfE and to grasp the opportunities and freedom

23
Pupils
  • Wim Veen (Delft University of Technology)
  • Dont look at children from parents and
    teachers point of view
  • Look at them from the point of view what they
    actually do
  • This generation is Homo Zappiens
  • Grown up with digital technology and learns
    through iconic interfaces, screens, images,
    audio, games, exploration, questioning,
    collaboration with peers
  • Traditional worksheets, books, lectures do not
    suit Homo Zappiens
  • Homo Zappiens likes to be in control, likes
    challenge
  • Through their interaction with digital technology
    they have developed a set of valuable
    meta-cognitive learning skills which helps them
    negotiate their information-rich environments

24
Pedagogy 1
  • George Siemens on connectivism
  • Old theories of learning (behaviourism,
    cognitivism, constructivism) concentrate on
    bringing knowledge into the individual mind
  • Need a new theory which reverses this idea and
    sees learning as enabling the individual to work
    in a networked way (connecting and interacting
    with nodes fellow learners, teachers, databases,
    experts, social software, wikis, blogs, )
  • Content is a conduit to conversation and the
    words give life to our thought
  • The network is the learning each connection
    with a productive node increases the competence
    of the network

25
Pedagogy 2
  • Learning is a network creation process
  • Two aspects to this
  • Internal network how we as individuals join up
    join up concepts and information in our internal
    neural network and use our multiple intelligences
  • External network how we interact with other
    nodes (each other, experts, books, on-line
    databases, wikis, )
  • Such network creation is essential for us to stay
    current over our lifespan

26
Learning Ecology
27
In the short term
  • Campaign to rid the system of the embarrassment,
    expense and negative effect of NABs
  • Question the value of audits
  • Participate in ACfE to transform our education
    system into a nurturing, democratic and
    disciplined community
  • Campaign to restore teacher CDP budgets
  • Ask local authorities and LTScotland to provide
    media-related CPD
  • Join AMES

28
Optimism of the Will
  • Lets expound a (Scottish) philosophy of
    education based on the democratic intellect
  • Make debate and disputation a democratic value
  • Make intellectualism an educational value
  • Clarify the relationship between SEED, HMIE, SQA,
    LTS (should it not be relative autonomy?)
  • Democratise educational institutions especially
    SQA
  • Democratise school management (e.g. appoint a
    curriculum depute head via a staff vote)

29
Optimism of the Will
  • Design future NQs with adult students in mind
  • Start a debate on how assessment and examinations
    can enhance the learning experience
  • Break the SQA monopoly (e.g. use international or
    English qualifications)
  • Democratise education by creating a digital
    educational commons a web-based curricular
    resource which supports pupils and adults
  • Lets roll

30
References
  • Davie, G E (1964) The Democratic Intellect.
    Edinburgh Edinburgh University Press.
  • Davie, George E (1989) The Crisis of the
    Democratic Intellect. Edinburgh Polygon.
  • Gray, J, McPherson A F, Raffe D (1983)
    Reconstructions of Secondary Education. London
    Routledge Kegan Paul.
  • Harvie, Christopher The democratic intellectual
    George Elder Davie at www.opendemocracy.net/peopl
    e/george_davie_4517.jsp
  • Lakoff, George (2002) Moral Politics, 2nd ed.
    Chicago University of Chicago Press
  • McPherson A F, Raab C D (1988) Governing
    Education. Edinburgh Edinburgh University
    Press.
  • Scottish Education Department (1947) Secondary
    Education. Edinburgh HMSO, Cmd 7005.
    Introduction can be downloaded at
    www.rickinstrell.co.uk/SecEd1947PDF.pdf
  • Scottish Screen (2006) Moving Image Education
    and A Curriculum for Excellence. Glasgow
    Scottish Screen.
  • Siemens, G. (2004) Connectivism a Learning
    Theory for the Digital Age at http//www.elearnsp
    ace.org/Articles/connectivism.htm.
  • Siemens, G. (2006a) Learning in Synch with Life
    New Models, New Processes at http//www.elearnspa
    ce.org/Articles/google_whitepaper.pdf.
  • Siemens, G. (2006b) Knowing Knowledge at
    http//www.knowingknowledge.com/book.php.
  • Tyner, Kathleen (1998) Literacy in a Digital
    World. Mahwah, NJ Lawrence Erlbaum Associates.
  • Veen, W. and Vrakking, B. (2006) Homo Zappiens
    Growing Up in a Digital Age. London Network
    Continuum Education. http//www.homozappiens.nl
  • Walker, A L (1994) The Revival of the Democratic
    Intellect Edinburgh, Polygon.
Write a Comment
User Comments (0)
About PowerShow.com