juxtalearn wp3 reflective performance - first year review
DESCRIPTION
In the JuxtaLearn learning process work package 3 is step 4 – perform, right in the middle of the JxL process, interlinking the starting pedagogy with the later steps – edit and share. To perform, is a means for students to reflect on the threshold concepts that the teacher has interpreted for them. Turning that reflection into a video performance demonstrates the quality of their understanding and their engagement with the concepts.TRANSCRIPT
Liz Hartnett
JuxtaLearn WP3: reflective performance
Catcher Media
Rick Goldsmith
Nov 2013
4
Work package 3: aims
1. Understand relationship
between performance and
engagement.
2. Specify reflective
performance requirements
3. Understand & orchestrate
situated filming, editing and
sharing.
5
We’ve delivered
• D3.1 in-situ orchestration factors (month 9)
were identified & mapped, based on
workshops & interviews
• D3.2 performance framework (month 12)
provides requirements for performance
6
Next deliverables
• D3.3 Performance specification (month 18)
• D3.4 Use case workshops (month 24)
• D3.5 Service scenario documentation (month 30)
6
7
Performance – the process
• Development
• Pre-production
• Production
• Post-production
• Upload & screening
8
Aiming to orchestrate
• Orchestration factors:
– the interplay of classroom
activities, timing and guidance
• Orchestrating a classroom or a
performance
9
Roles: the orchestrator
A performance has a director, a producer, actors and an audience.
• Who directs a JuxtaLearn performance?
• Who directs the learning?
• Who produces the learning?
10
How do orchestration & performance link with WP2?
11
Creativity
• “Arrive at a new idea
when you need one” (Claxton, 1998)
• Juxtapose new
solutions with standard
12
How does performance link with WP2?
Boundary objects“Objects that are shared and
sharable across different key
parties are boundary objects”(Carlile, 2002, Bechky, 2003, Star and
Griesemer, 1989)
• Pedagogical
palette
• Story board
• Performance
scripts
Knowledge
boundaries
• Syntactic
• Semantic
• Pragmatic
13
How WP3 helps interpret
Object role JuxtaLearn objects
To transfer
knowledge
(syntactic boundary)
Pedagogical palette of threshold concepts, and storyboard
To translate
knowledge
(semantic boundary)
Storyboard and script work at the pre-production stage.
To transform
knowledge
(Pragmatic boundary)
Script but teacher intervention is required
to reduce conflict, guide students & draw
their attention to TC.
At production stage, the editing process works on the unfinished video product.
14
JuxtaLearn video making is participative
Participative video making informs the
JuxtaLearn process:
students collaboratively interpret, perform,
edit & share their understanding of concepts
through video, to reflect and learn.
15
Performance is dramatic play
Dramatic playing that
assumes intent to share
with an audience (Bolton, 1984).
“they have to
understand what they
are presenting to an
audience and how that
audience is going to
understand it.” (drama teacher)
16
Performance is self-presentation
Performance presents the self to an audience
17
Sharing performance with an audience
Performance palette• Performance options
• Technology
• Genre
• Roles
• Props
• Assets
18
Take home
• The role of boundary objects in orchestrating
the JuxtaLearn performance
• The effect of performance on the audience
