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Liz Hartnett
WP3 Reflective Performance
Anne Adams
Open University
Outline
1. WP3 Deliverables in Year 2
2. Overview of the use case workshops
3. Overview of the storyboard
4. Overview of the performance palette
5. WP3 Research activities in Yr2
6. Funding
WP3 deliverables in Year 2
D3.3 JuxtaLearn performance specification
– The requirements specification for scaffolding in-situ
performance factors with video
D3.4 Use case workshops
– Iteratively refine performance orchestration issues for
filming, editing and sharing.
Responses to 2013 review
2013 review advice Response
Consider recent literature on
classroom orchestration
The special issue Computers &
Education, and
work of Keith Sawyer have been
taken into account in D3.3.
Emphasise, study and report
connections between performance
& knowledge acquisition
These connections are observed
and reported in D3.4
Include observations from
workshops that involve the target
groups.
The sources of data are greater and
more varied than in the first year.
Overview of the use case workshops
• OU drama & chemistry workshops
• Church drama workshops
Use case 1 Use case 2 Use case 3 Use case 4 Use case 5 Use case 6 Use case 7 Use case 8 Use case 9
Topic Chemistry
2013
workshop
Public
transport
workshop
Technology
tutorial
Programming
tutorial
Technology
discussion
Chemistry
2014
workshop
Theatre
studies
workshop
Drama
workshops
over several
days
Computer
science
course
Time
available A teaching
day
Half day
workshop, twice
(two groups)
Less than
two hours
Two hours Less than
two hours
A teaching
day
A teaching
day
45-60
minutes
each day
7 teaching
hours (60min)
over 4 weeks
Number
students
11 20 approx. 5 15 1 8 11 36 aged 4-10 27
Age
group 16 -18 year
olds 18 years
and over
with special
needs
Mature
distance
learning
university
students
Mature
distance
learning
university
students
Mature
distance
learning
university
students
16 -18
year olds
16 -18
year olds
Day 1: eight
children, aged
6 - 9
Day 2: six
children, aged
5 - 9
Day 3: nine
children, aged
6 - 10
Day 4: five
children, aged
4 - 8
Day 5: eight
children, aged
6- 9
17 -19
year old;
secondary
school;
Performa
nce step Developme
nt; Pre-
production;
Production;
Post-
production
Development Production Development Development Development;
Pre-
production;
Production;
Post-
production
Development;
Pre-
production;
Production;
Post-
production
Development;
Pre-
production;
Production;
Post-
production;
upload &
screening
Development;
Pre-
production;
Production;
Post-
production
Date July 2013 January 2014 February 2014 March 2014 May 2014 July 2014 July 2014 August 2014
Overview of the storyboard
A theatre studies storyboard
A chemistry storyboard – no characters
Programming story board – no characters
A film studies storyboard
Using the back of the storyboard
Creating a video
Identify characters and settings
Overview of the performance palette
• Prompts
– Genre
– Format
• Develop character, setting and plot – essential
to juxtaposing
– Identify a character or characters in the topic
– Identify the setting for the topic
– Create juxtaposing characters
•
DICE’s recommendation
• We suggest that the school drama teacher
support the STEM specialists
• EU-supported project “Drama Improves Key
Competences in Education recommends
– “all teachers working in European schools should have a
basic knowledge of what educational theatre and drama
is and how the subject areas can contribute to the
enhancement of teaching and learning”.
Funding
• Secured additional funding, which
– Extended the JuxtaLearn process
• Trialled the JuxtaLearn process & the reflective
performance framework
If we don’t get it, how are we going to do that?
• Watch how the students gradually identify the
topic
• Watch their playfulness because it’s important
for their creativity
• https://vimeo.com/109331885
If we don’t get it, how are we going to do that?
• You’ve just watched the process of creative
juxtapositioning
Summary of WP3 Research Activities Yr2
• Collected data from use case workshops
– Collected data from a variety of educational institutions,
totalling over nine workshops and reaching more than
100 students.
– Observed drama teachers developing characters and
setting
• Wrote deliverable D3.3 (specification)
• Drafted deliverable D3.4 (use case workshops)
– Reported on workshops in D3.4 available on Glasscubes
since September 2014
• Shared papers
Conference papers & posters
• Conference papers
– HARTNETT, E. J., MALZAHN, N. & GOLDSMITH , R. (2014)
Sharing video making objects to create, reflect & learn. 9th
European Conference on Technology Enhanced Learning (EC-TEL
2014), LVCS workshop. Graz, Austria, EC-TEL 2014.
– ADAMS, A., HARTNETT, E., CLOUGH, G., GRAND, A. &
GOLDSMITH, R. (2014) Artistic Participatory Video-Making for
Science Engagement In CHI (Ed.) CHI 2014 annual ACM
SIGCHI Conference on Human Factors in Computing Science
Toronto, Canada.[
• Poster: – HARTNETT, E. J., MALZAHN, N. & GOLDSMITH, R. (2014) Video
performances juxtaposing science, technology, engineering
and maths (STEM) with creativity. 9th European Conference on
Technology Enhanced Learning (EC-TEL 2014). Graz, Austria, EC-
TEL 2014.
Take away
• Our evidence shows that
– performance enhances learning
– students need to identify the character of the tricky topic
– drama teachers can support the specialists
Anne Adams & Liz Hartnett
The Open University
JuxtaLearn – IET
[email protected], Skype id: ejh239
Questions?
