Patchwork Media (Presented at the Universityof Barcelona, 2009)
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A presentation of Patchwork Media presented at the University of Barcelona for the 16th International Conference on Learning. July 4 2009.
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2.
- A sequence of short pieces (patches).
- Sharing within a small group of students.
- Reflexive commentary (stitching) .
An outline of the patchwork text 3. 4.
- How to the patches link? What are the common themes?
- Has anything surprised you? ( have your thoughts or beliefs
been challenged or changed?).
- To what extent have you met the learning outcomes?
- What might you have done differently in this module?
- How would you anticipate the learning from this module being
used in future study or practice?
5. 6.
- Online student survey, facilitator interview, documentary
evidence (community archives).
7. a general name for written texts where the unifying structure
is not simply a linear narrative but a series of loosely linked
pieces illustrating a theme or gradually building up a set of
perspectives(Winter, 1999, p. 67). Patchwork Media A non linear
portfolio that embraces multimedia elements, e-learning patches
andonline community learning (McGuire et al. 2006). 8.
9.
10.
11.
12.
- Negotiation of understanding
- Half of the respondents in the student survey cited discussion
of learning outcomes or criteria, to be a key way in which the
community supports the production of patchwork, whilst eighteen of
the twenty-two surveyed students agreed that the online community
helped them to understand what was required for each patch.
13.
- Negotiation of assessment media or product.
- Learners are encouraged to personalize their learning
activities and assessment products. Though activities are suggested
these are only one way in which learners can meet the learning
outcomes.
14.
- Students are asked to share patches for review in the online
community. After review they undertake refinement of the patch and
they may adapt their understanding.
15.
- Students can come to the peer review process with high degrees
of trepidation. Seventeen of the twenty-two students surveyed
agreed or strongly agreed with the statementsharing my work in the
online community was difficult at first , whilst nineteen of the
sample agreed that offering feedback in the community wasinitially
difficult .
16.
- [I] felt that my comments could be construed as
over-critical.
- When I am still struggling to produce my own work to any sort
of acceptable standard I don't believe I can give any sort of
constructive help to others.
17.
-
- Having a framework appears to transfer legitimacy to their
critique, thus removing the fear.
18.
- Advantages & difficulties
-
- Learning to give and receive feedback in a constructive
way
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- A contradiction : perfection vs. apprenticeship
19. 20.
- No teaching of technology
21.
- T he media used is selected by the students themselves.
Learners are encouraged to consider and balance their technical
skill and aspirations, the appropriateness of the media for the
message that they seek to deliver, the needs of their workplace
setting and the time available for the task.
22.
23.
24. 25.