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Image: lyricsdog/s/anatomy%20of%20the%20human%20spine

Image: http://lyricsdog.in/s/anatomy%20of%20the%20human%20spine. Creative Project 60% Research & Development 40%

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Image: lyricsdog/s/anatomy%20of%20the%20human%20spine

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  1. Image: http://lyricsdog.in/s/anatomy%20of%20the%20human%20spine

  2. Creative Project 60% Research & Development 40% You are asked to produce a comprehensive blog archiving and annotating your creative development during the duration of the unit. You should use the blog to reflect critically upon your own creative practice and the wider cultural and thematic context of the unit. Important! Your blog must include…

  3. Reviews of the ‘The Unhomely Cinema’ Film programme. Please note – in addition to and support of your own critique, your reviews must include a minimum of 3 quotations from 3 different published reviews + poster art + supporting stills. Please note - Harvard Method must used for all quotations and all illustrations to be referenced correctly. Reviews are to include bibliography and illustration list.

  4. Image: http://comps.fotosearch.com/comp/BDX/BDX102/human-pyramid_~bxp22772.jpg

  5. Image: http://www.davidshrigley.com/draw_htmpgs/who_I_am/2_venn_diagram.html

  6. Why was I interested? • To establish the factors that had led to a successful, satisfied community • To evaluate the activity using literature around online communities • To try and develop a model which could help inform my practice Image: http://www.charlotte-personal-assistant.com/wp-content/uploads/2009/08/question-mark.jpg

  7. Types of online community (Marathe, 1999) • Community of purpose shared objective • Community of circumstance similar life experience • Community of interest common interest/hobby • Community of practice similar vocation

  8. How can communities enhance student learning? • Classroom community is a significant factor for predicting course completion and satisfaction (Graff, 2006; Ouzts, 2006; Rovai, 2002a; 2002b) • Strong sense of community can promote retention and increased learning of course content (Drouin, 2008; Ouzts, 2003; 2006; Palloff & Pratt, 2007; Rovai & Whiting, 2007).

  9. The pedagogical value of the blogs (Laurillard, 2002) Enable learning conversations between tutor  student and student  student Discursive Content constantly updated Develops transferable & core skills Adaptive Students contribute content and comment on each other’s work Interactive Blogs facilitate students’ critical reflection on their own and other’s work Reflective

  10. Improved learning experience • Reciprocal support is a vital part of community networks (Rennie and Keppel, 2010) • Tutors and peers can provide immediate, targeted feedback at the point of learning (Nicol and Macfarlane-Dick, 2004) • Comment-based nature of blogging permits asynchrous learning conversations (Laurillard, 2002)

  11. A community of practice (Wenger, 1998) • “Members have a shared domain of interest and a shared commitment to the domain” • “Members engage in joint activities and discussions even though they may work alone” • “Members are practitioners and develop a shared repertoire of resources, experiences, tools and ways of addressing recurring problems”

  12. Image: http://www.smh.com.au/news/people/artful-dodger-dies/2006/03/03/1141191823901.html

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