audiovisual media open educational resources the case of sp-ark: the sally potter film archive open...
TRANSCRIPT
Audiovisual Media Open Educational Resources
The case of SP-ARK: The Sally Potter Film Archive
Open Education Week 2014Dr Sarah Atkinson
• THE GOLD DIGGERS (1983), starring Julie Christie.• ORLANDO (1992), starring Tilda Swinton, won more than 25 international
awards.• THE TANGO LESSON (1996), nominated for a BAFTA. • THE MAN WHO CRIED (2000), starring Christina Ricci, Johnny Depp and
Cate Blanchett.• YES (2004), starring Joan Allen, Simon Abkarian and Sam Neill.• CARMEN (2007), English National Opera.• RAGE (2009), starring Judi Dench, Jude Law and Steve Buscemi. [First ever
film to premiere on mobile phones and nominated for a Webby Award for Best Drama in 2010].
• Ginger & Rosa (2012), starring Annette Benning, Timothy Spall, Christina Hendricks and Elle Fanning.
• Queen Mary University of London,• BA Film Studies• [Film, Literature and Adaptation]
• Bucknell University:• BA Film Studies• [Film in the Digital Age] • University of Southern California,• BA Multimedia Scholarship• [Digital Media Tools and Tactics] • Columbia University:• MA Film Studies• [Film Finding: Cinephilia] • New York University:• MA Cinema Studies • [Film History/Historiography]
Film, Literature and Adaptation Assignment
Creating your own online ‘pathway’, use SP-ARK to reflect upon and illustrate the intertextual nature of Orlando (1928 and 1992). Assessment of this exercise will be based upon a written account of your pathway to be submitted in hard copy and on Blackboard.
Film in the Digital Age
Use SP-ARK to demonstrate how an online, digital archive can re-imagine scholarship in the digital age. Find any single asset, reference, tag or object that provides a new way of thinking about Orlando. Build a pathway that explores your discovery. Any discussion of ‘adaptation’ is forbidden.
• To actually see these primary materials, it’s such a unique experience, because I’ve never had a chance to actually see a director’s notes on their first ideas of a film.
• I think we just got really excited actually, […], because we were like, look at this, did you know that this was supposed to be in there, and all of a sudden we had all these new understandings of the film and we were kind of interpreting the film on our own.
• I just like that you found overlap a lot easier, whereas if you’re looking at things physically, it would take a lot of effort to actually find how everything overlapped.
The key benefits of SP-ARK as an OER:
•The openness of the resource allowed a valued access to previously unseen and inaccessible materials;
•Both staff and students embraced the opportunity to work visually and intuitively with these materials;
•SP-ARK facilitated a sense of empowerment, a deeper engagement and understanding of the archival materials and the surrounding subject area through being able to cross-reference and directly compare source materials with archival materials;
•A social learning model was facilitated through the Pathway’s infrastructure, which stimulated the open sharing of ideas and practices.
HEA/JISC Open Educational Resources case study: pedagogical development from OER practice Film and audio-visual media OER: the case of SP-ARK, the Sally Potter film archive http://www.heacademy.ac.uk/assets/documents/oer/OER_CS_Sarah_Atkinson_Film_and_audio_visual_media.pdf
Future Developments
• DEEP FILM Access Project (AHRC) 2014-2015(Digital Transformations in the Arts and Humanities: Big Data)
Living, Live Archives, Process
Sarah [email protected]@drsarahatkinson
www.sp-ark.orgDeep Film Access Project:http://arts.brighton.ac.uk/projects/deep-film-access-project-dfap
Delivering an online module based on
open educational practice.
Digital Practice & Pedagogy #mjm22
Adam Bailey
Background
• HEA Digital literacies in the disciplines.http://www.heacademy.ac.uk/digital-literacies
• Art, Design and Media subject area.• Stand alone module.• Embed digital practice & pedagogy.• All work made available as OERs.• Pilot module – MA Creative Media.
“To start, press any key.
Where’s the ANY key!”
Homer Simpson, The Simpsons
Any key on keyboard, Fikcyjny Klawisz, 2006, http://commons.wikimedia.org/wiki/File:Keyboard-anykey.jpg
Learner expectation
Open scholarship
Pedagogy of abundance, Weller (2009).
“The web of the future isn’t about visiting sites, it’s about connecting resources.”
Stephen Downes (2009).
Image: Neuron connection pattern, Patrick Hoesly http://www.flickr.com/photos/zooboing/4743616313/
Module Aims
• Raise levels of digital literacy.
• Introduce a range of technologies.
• Understanding and critical awareness.
• Working knowledge of principles, practices and techniques.
• Discuss emerging pedagogies.
• Design and create online content.
• Educational and disciplinary contexts.
Weekly topics
1. Introduction to the module.
2. Social media & online identity.
3. Concepts in e-learning.
4. Open educational resources.
5. Building learning objects.
6. IPR, copyright & Accessibility.
7. Digital media.
8. Communication tools.
9. Collaboration tools.
10.Gamification, Assessment & feedback.
Assessment
1. OER Portfolio (60%)• Produce an OER.
– Educate others about specific digital tool or practice.– Creative and interactive.– Demonstrate critical understanding.
2. Critical reflective writing (40%)• Write regular blog posts.
– Clearly address their experiences.– Reflect on what they’ve learnt.– Demonstrate development of understanding.
Image by Weesam2010. Country Road, Sussex, UKOn Ditchling Beacon looking east. http://www.flickr.com/photos/weesam/5668918339
http://bit.ly/mjm22-blog
Twitter #mjm22
• #mjm22 tweets• MOOC half hour
http://bit.ly/mjm22-mindmap
“Having always considered myself to be fairly digitally literate …, the module opened up what this means in practice and thoroughly challenged this belief.
Now, my digital literacy also means, how easily I integrate and assimilate new technology into everyday behaviour and pedagogical practice.”
“I had described my own digital footprint as shallow and poorly defined… if this has changed it is largely due to the work I’ve now produced for the OER. I’ve created twelve video tutorials, which are uploaded on to my YouTube channel.”
“However, the main idea I shall take with me is one of openness, of collaboration across networks, of sharing ideas and resources so that all our lives, both professionally and socially, can be enriched and improved through that interaction.”
“Defining digital literacy as a premise for my OER has helped me examine my progress in this module; not only have my digital skills and knowledge of tools grown, but also, as often happens with increased fluency, my enjoyment.”
“In my youth, a helium filled party balloon represented a perfect opportunity to attach a note to it… I hoped that it would travel for miles and I would make contact with someone far away.
You could say that the internet is like a virtual balloon race carrying our messages (and ourselves) into the ether, not at the mercy of nature or physics, and with a much stronger chance of reaching someone.
If you don’t send any balloons out there you’re not in the race!”
Impact
• Different way of working.• Catalyst for change.• Personalisation.• Authentic.• Enhanced engagement.• Increased collaboration & interaction.• Flexible & inclusive.
Adam Bailey
@adamrgb
Digital practice and pedagogy blog
#mjm22
http://bit.ly/mjm22-blog