Categories Communication, Final Project : Immersive Telepresence in Theatre

Adobe Connect & King Lear:Online.

Monday

“Anyone can lecture from the butt, only very few can act.”
― Pawan Mishra, Coinman: An Untold Conspiracy

So Monday came and the drum roll began. The whole week of a technical set-up was the walk up the aisle to finally beginning this process of using telepresence as a technical form, to rehearse William Shakespeare’- King Lear (1604-1606). The students had been given their roles, scenes and acts. They had informally met through Facebook, however they were about to check into ‘Adobe Connect’. Whereby they would be given the bedrock knowledge and history of Shakespeare.

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This was the Kickstart lecture, the day that the students would participate in an ‘Adobe Connect’ room. Whereby Tom could deliver his 2 hour lecture on the subject of Shakespearean theatre. In a normal situation a lecture would be in a classroom, directing this information outwardly.

‘Adobe connect’ is a conferencing software, that enables a multiple layered method to teach within a virtual space. This virtual space is essentially your classroom, whereby you can discuss and share content, videos and ask questions.

It gives another form of communication that is not normally seen within a lecture room or a classroom.  Whereby information is given, but the investment sometimes will not be received back. There is participatory culture, respect and less of ‘lecture’ form, whereby the investment of knowledge can be measured back, through the engagement and participation, that is visual and more intimate.

Participatory culture shifts the focus of literacy from one of individual expression to community involvement.

Henry Jenkins
Categories PGCE

Adobe Voice. Train the teacher

My final observation as part of the PGCE was like having my first ever observation again. The reason for this was my lecturer was observing some online learning materials, for flipped and blended learning that I had created as part of some CPD using Adobe voice.
I felt a little concerned about the whole observation and the way that I was delivering the content. I have never been observed with an online course, I had lots of questions, such as;
How long should this video be?
How can I create tempo and tone to the video, so that the learner doesn’t become bored?
Do I need to be in the observation while my lecturer is observing a video?
It was a totally new experience.

So the content..

Categories PGCE

Flipped Classrooms

Flipped Classrooms have a bit marmite situation, as an educator you will either love it or hate it, you may not understand it and maybe a little scared about it.

However ‘flipped classrooms’ personally I believe is nothing new…. It’s been around for a while it just a couple of teachers decided to theorise about it. When I was 18 and a student ( about 10 years ago) Youtube was very much in its infancy stage. My lecturers would use Youtube as a platform to share technical video tutorials that they may have created on Adobe softwares. These tutorials would fill in the important skills that I would need in order to complete my assignment and develop my skill set.

Oblinger & Oblinger, 2005 describe flipped learning that represents a cross between ‘blended’ & ‘distance’ learning.

…”The use of videos or other digital technologies to deliver content outside of class does not guarantee that anything different will occur during class time. However, due to the emphasis on students becoming the agents of their own learning rather than the object of instruction, the Flipped Learning model can enable educators to make the shift from teacher-driven instruction to student-centered learning. “… (N.Hamdan and P.McKnight, 2013)

21st_century_classroom

  http://elearninginfographics.com/wp-content/uploads/21st_century_classroom.jpg