Developing tutorials as a department

one of the most exciting innovations we’re looking at as a department next year is beginning the process of using video tutorials in our teaching. (NB. The videos are clearly media-centred, but what I hope people will find useful are some general thoughts on how you might begin this process in your own department).

(What we used)

  1. Scripts
  2. A moderate amount of time
  3. A decent camera on a tripod
  4. Editing software (Imovie)
  5. Our youtube channel to upload and share finished videos

First tutorials

Our rationale for doing this was clear – as a Media department it seemed a crime that we had no videos of their teachers’ attempts to do the same things we ask our students to do all the time (and its a fair question in general I think: how often do we actually do and experience for ourselves the things we make students do every day?!). We hoped that on the simplest level, just having a clear, engaging visual representation of key things in our subject would really appeal to students. Also, it should provide variety and enable independance – easy for students to watch these again in their own time and to provide variety in teacher-led talk & explanation.

My first attempt was….ok. I worked mostly alone, with the help of one colleague for the main part – a scripted conversation with myself (watch it and you’ll see what I mean) to show the basics of using a green screen. A key thing I had wanted to do was to make the tutorials just a shade of laughable (remembering Jim Smith’s RING <RELEVANT, INTERESTING, NAUGHTY & a GIGGLE principle) so that students might be even more likely to engage with the material. I am not entirely sure how well it worked here, so you will have ot judge for yourself.

Conclusion: When making these tutorials it is better working as a group wherever possible – better ideas=better results.

 

Main tutorial: Camera shots, angle & movements (see here)

This was the first thing we did as a department (3 people involved in total) and it was much more successful that my lone first attempt. First we picked the best camera possible to film it (d’uh!), but what also worked really well was that in the planning stage we thought really carefully about the mechanics of the video and how it would communicate genuine learning and subject specific vocabulary to our students (the aim of it was to get them familiar with the various ways in which you can describe film)

What we settled on doing was using the ‘camera within a camera’ idea to really show off the mechanics behind the short film’s construction (see screenshot below). So, I was the hapless teacher with the coursework, while my other colleague filmed me who was in turn filmed by the other person in the department! This meant that we were not only showing our students what the different shots the camera was taking but also the way in which my colleague had stood/moved/sat(!) to achieve that shot. Have a look for yourself and see if you think we’ve pulled it off

Final thought: Keeping tutorials short seems to be the key. We have noticed that students want to be able to access the information quickly and not have to trawl through information that is not relevant to them. So, say for a program like photoshop, we have been making lots of mini-tutorials that don’t last more than 2 minutes – generally they are only showing one or two processes at the most.

Will be reporting back soon to see how they are affecting the teaching & learning of our students.

Advertisements

Developing blogging as a department

One of the most exciting changes I’ve had to contend with recently is that I am now a Head of Department – in Media. This (pretty much) ideally fitted the work I’ve been developing in this blog, so the opportunity to take some of the matter contained in here and begin to develop it more closely amongst colleagues is proving to be really interesting.

One of my first aims was to develop a departmental approach to using blogs – i.e. to actually build it into the actual SoW and assessment of our teaching Media, rather than just trying to make it an optional, or ‘bolt-on’ extra.

We’ve started this by doing it Key Stage 5 (or A-level – 16-18 yrs). It made particular sense with Media because the syllabus for A-level strongly encourages teachers delivering the course to use blogs (forward thinking from exam boards for a change!). Setting up a blog proved more difficult. As alluded too many times, blogging sites (including this very one) are all blocked by Local Authority internet filters. This draconian measure means those of us who see the potential in blogs can sometimes not even get started. Luckily though, the very helpful IT guys at my school worked out that the mac server that our computers runs off also came with a blogging/networking facility, that, until now, had gone completely unused. Fantastic!

First step was to set up my own blog which would act as:

  • A conduit for students to find work for lessons and for independent study
  • A place for other teachers within the department to see how I was using the blog and hopefully, gain ideas from it.

As well as this, I created a ‘student’ blog, to model what kind of things students should be producing in their blog. So far, I have really underused it, instead focusing on just getting my own blog in order, but I plan to use it much more once blogging as a system is established. I wonder, if, in part the idea quickly became defunct – as students quickly became more used to the blog, they naturally started looking at each others’ work – a handy feature for encouraging students to think about their own work and adjust it accordingly.

This was one of my own blog posts. As well as more typical ‘how to do my lesson’ type posts, I tried to post tutorials for neat little tricks they could do, such as taking screenshots. What I found good about doing this particular post is that when one student looked at my own post they showed me an even quicker keyboard shortcut to doing what I was talking about. Excellent – so I was able to very quickly edit the post and put that in as well, thereby showing how the collaborative nature of the blogs could be both ways rather than just one. The blog itself looks like this to students as they click into it:

Attaching files is fantastic – instructional ppts are the mainstay, but also something as simple as having a picture on the different blogs means that students can find the appropriate blogs for their class that bit more quickly. I am also training students in the use of tags – and have tried to make my own blog reflect that. Once my blog gets into the 30+ posts mark, it will be interesting how quickly students get into the habit of clicking on the correct tag as opposed to spending ages trawling through the pages.

Conclusions

Currently, both AS, A2 and OCR national students are using the blog – roughly in excess of 40 students. Also 2 other members of staff are using them to set and mark their own work in their lessons. One member of staff has also created a youtube channel for the department, then linking it to their blog, creating a great way of linking different multimedia together. The intention is to continue to get students to look at good and bad blogs – and use these to generate discussions on standards and allowing for improvements. As a final aside, I am just wondering if anyone has any experience with using these MAC-servewr generated blog – one issue we seem to be having at the moment is that embedding video (i.e. from youtube) just doesn’t work. Although (and I think this particularly cool!) my students figured this out, got annoyed by it, but then some managed to download the videos (*cough*TOS*cough*) and insert them into their blogs that way. And that’s my favourite thing about using the blogs across a whole department so far – it seems to be encouraging resourcefulness – from both staff and students.