Tag Archives: Media

23 Things: Thing 13 Video⤴

from

So here’s a thing…. (thing…get it?) …. although I consume as much online video as the next person I don’t actually produce a great deal, though there are plenty of embarrassing videos of me on YouTube from various conferences and events. Recently however I did have to produce a couple of videos.  The first was this video for the ALT Learning Technologist of the Year Community Choice Awards earlier this autumn.  Although our media production colleagues here at the University did an excellent job of producing the video and stitching the content together, recording the film was a bit of a faff to say the least. Due to tight deadlines and people disappearing for summer vacations, Stuart Nicol and I ended up filming the clip ourselves using a camera balanced precariously on a stool on top of a table. We may have forgotten to turn the microphone on during the first take and we lost another take due to hopeless laughter.  Anyway, it was a bit of a hassle, so it’s no wonder we look a bit rabbit-in-the-headlights in the film :}

Fast forward a couple of months and I was asked to present a guest lecture for the University’s Introduction to Online Distance Learning course.  Because I was on leave in the Outer Hebrides the week I was scheduled to talk I offered to record my lecture instead.  This time I used MediaHopper, the University’s Kaltura based media management platform, to record my talk and I have to say I was very impressed.  Once I’d created my slides I was able to record my lecture on my own laptop which was incredibly convenient for me as I have to work from home two days a week owing to childcare responsibilities.  Everything worked perfectly and although it took over half-an-hour to upload the video file from my cranky home network, I was able to get the whole recording done and dusted in a few hours.  Sorted!  Unfortunately the MediaHopper embed code isn’t quite as effective and my slides don’t render properly when I embed the video in WordPress, however you can see the lecture complete with slides here: Open Education and Co-Creation.  And because it’s CC BY licensed you’re welcome to download and reuse it too ?

Scottish Interfaith Week 2016⤴

from @ Education Scotland's Learning Blog

Small - Interfaith ScotlandJoin Dr Maureen Sier, Director of Interfaith Scotland and Frances Hume, Development Officer to find out more about Scottish Interfaith Week 2016 on Thursday 1st September at 4pm.

Dr Maureen Sier, Director of Interfaith Scotland and Frances Hume, Development Officer will share about Scottish Interfaith Week 2016 – what it is, why it is important, and what resources are available for teachers to mark the week in schools. Scottish Interfaith Week is taking place from 13th – 20th November. The week provides an opportunity to celebrate Scotland’s diversity and to plan events that bring people together to promote dialogue, understanding and co-operation between people of all faiths and none.

The theme of Scottish Interfaith Week this year is ‘Religion and the Media’, recognising the powerful effect that the media can have on people of different faiths. Maureen and Frances will outline resources available for teachers on this theme. They will also give an outline of the work of Interfaith Scotland including the variety of workshops that they offer in schools.

Sign up and join live in Glow TV – Scottish Interfaith Week 2016

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

Reading: Digital Skills, Digital Literacies and Media Literacy⤴

from @ John's World Wide Wall Display

For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

Really interesting post by Maha Bali with some great real world examples.

Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both
So often we only seem to have time for breezing through the skills and mentioning literacy. In my own work we deliver fewer and fewer daytime CPD opportunities, shorter twilights are delivered more often. Skills then become the main focus.

I’d be interested in knowing how much penetration digital literacy has in classrooms across Scotland?

Especially among staff who do not identify themselves as having digital skills?

An even more challenging read is: Media Literacy: 5 key concepts to teach this year

I am yet to see Microsoft or MinecraftEdu act in a way other than marketing and brand-building (ie scholarly).

and

Most media messages are organized to gain profit and/or power.
To learn this, kids need to be removed from the kind of dubious activity that ‘brands’ are doing to children with the willing co-operation of teachers. Point 5 – The message that goes with the device you place in the child’s hand was not created, designed or sold to make them more literate – and yet, we call it ‘digital literacy’ to mask the obvious effect of forcing one brand over another into kids education.

I’d like to see this discussed by a group of teachers who belong to different clubs, ADEs, MIEExperts, Google for Education Certified Innovators and the like. How do we deal with our bias when teaching? Do we walk the talk if we claim some sort of balancing act?

The featured image for this post is Public Domain: Image from page 108 of “Argument to errors of thought in science, religion and social life” (1911) | Flickr – Photo Sharing!

Revised and Improved SNCT package on Pay and Conditions for Teachers and Associated Professionals 2013-15⤴

from @ Association of Chartered Teachers Scotland

The committee of ACTS welcomes the result of negotiations by the SNCT announced yesterday and acknowledges the improvements gained in the financial and other aspects of the package. The committee is particularly pleased to note the protection of Chartered Teachers’ pay scale which acceptance of the package will retain going forward.

Details of the offer are available on the EIS website http://www.eis.org.uk/Pay_and_Conditions_of_Service/BallotFeb2014.htm

Blood on the rooftops⤴

from @ Mimanifesto - Jaye's weblog

Let’s skip the news boy (I’ll go and make some tea)
Arabs and Jews boy (too much for me)
They get me confused boy (puts me off to sleep)
And the thing I hate, oh Lord!
Is staying up late, to watch some debate, on some nation’s fate

There’s been a lot of debate about what should be shown on television recently. The tragic murder of a soldier near his barracks in London this past week has brought this sharply into focus. With the advent of twenty four hour news channels and the hundreds of choices we now have, its easy to forget that not so long ago when I was growing up,we only had three tv channels. But would they have stopped whatever was showing to give a continuous commentary on the tragic events of this week? Maybe. After all, the Iranian Embassy siege and the subsequent SAS rescue was shown live and I remember as a child being rather annoyed at the interruption to whatever it was I was watching at the time.

So do we live our lives through television? Has the cult of celebrity and social media interactivity led us to live in some international ‘real time’ where our lives are dominated not by what we do or who we are, but by other influences reaching us by cable,wifi and satellite?

I was reminded of this by the lyrics from the Genesis song, ‘Blood on the Rooftops’. From my favourite Genesis album, Wind and Wuthering (and I love the reference in the lyrics to another favourite of mine, Lindisfarne’s  Fog on the Tyne) Its about a couple whose lives are dominated by the television of their day. Written by Phil Collins, they refer to a “typical” middle-aged couple that have very little else to do with their lives than to watch TV, and complain about the content. The various references to TV programmes show how the escapism of fantasy and fiction impact so deeply on their lives that they have real problems distinguishing between that escapism and the grim events of the real world. What would they have made of the TV footage shown repeatedly, of the young soldier’s murder this week I wonder? And were the news channels right to show the tragic and gruesome footage over and over again? It’s certainly available on demand on the internet, but many will now be asking the question, should it be?  The middle aged couple who seem to be narrating the story in the song don’t appear to like the serious stuff, all that blood on the rooftops is too much for them. They would be horrified with the twenty four  hour news channels today.

I think we’ve crossed the Rubicon myself. Our lives are made up of a pastiche of soundbites from multimedia sources, and in fact, its changed the way we view most aspects of our lives. I suppose we must also accept that for all the benefits this brings, there will be some potentially big negatives too and maybe  the events of the past week, and perhaps the shootings of the striking South African miners last year (also shown repeatedly on TV) are examples of this which certainly make some hanker for the simpler way of life from days gone past. But as the Genesis song perhaps illustrates  the problem of living our lives through the media may always have been with us,in some shape or other…

Dark and grey, an English film, the Wednesday play
We always watch the Queen on Christmas Day
Won’t you stay?

Though your eyes see shipwrecked sailors you’re still dry
The outlook’s fine though Wales might have some rain
Saved again.

Let’s skip the news boy (I’ll go and make some tea)
Arabs and Jews boy (too much for me)
They get me confused boy (puts me off to sleep)
And the thing I hate, oh Lord!
Is staying up late, to watch some debate, on some nation’s fate.

Hypnotized by Batman, Tarzan, still surprised!
You’ve won the West in time to be our guest
Name your prize!

Drop of wine, a glass of beer dear what’s the time?
The grime on the Tyne is mine all mine all mine
Five past nine.

Blood on the rooftops, Venice in the spring
The Streets of San Francisco, a word from Peking
The trouble was started, by a young Errol Flynn
Better in my day, oh Lord!
For when we got bored, we’d have a world war, happy but poor
So let’s skip the news boy (I’ll go and make some tea)
Blood on the rooftops (too much for me)
When old Mother Goose stops, and they’re out for twenty three
Then the rain at Lords stopped play
Seems Helen of Troy has found a new face again.

“Blood on the Rooftops” as written by Phil Collins and Steve Hackett

Lyrics © EMI Music Publishing


Filed under: change Tagged: genesis, internet, Media, Phil Collins, Steve Hackett, TV, Woolwich murder

ACTS’ response to GTCS consultation on Revision of the Professional Standards⤴

from @ Association of Chartered Teachers Scotland

ACTS welcome being consulted upon the new suite of Standards, and specific members valued being invited to join the writing group for The Standard for Career Long Professional Development (SCLPL). It is clear from our reading of the new suite of Standards that there is a very close relationship between these and the Standard for Chartered Teacher. The focus on teacher leadership and leadership for learning and the aspirational nature of the standards is to be welcomed.

Overall, these standards align very well to promote a coherent and connected approach to delivering effective teaching and learning in Scottish schools. The clear definitions of how each area of responsibility meshes should encourage stronger self-evaluation, critical enquiry and improvement processes for all. With regard to the role of Chartered Teachers within this framework of standards, we share the following observations, alignments with our standard, and points to note.

The Standard for Full Registration

The emphasis on interdisciplinary learning, learning across the curriculum, using contexts for learning effectively and pedagogy is welcome. The statements regarding working with others – for curricular reasons and to enable links with individuals and groups out-with school are also advantageous.

Effective use is made of diagrams throughout the standards – see note below regarding SCLPL. The organisational use of Professional Values and Commitments, Professional Dispositions, Professional Knowledge, Understanding, Skills & Abilities and Professional Actions throughout helps to unify aims and responsibilities for all.

The Standard for Career Long Professional Development (SCLPL)

There are many aspects of this standard which echo elements of the Chartered Teacher programme and overlap with our standard:

  • Reflection on practice which informs self-directed on-going professional development
  • The application of self-evaluation processes as part of this reflection
  • Clear statements of the ways in which this reflection could be targeted
  • The integrated use of professional enquiry to develop and improve impact on learners
  • The ability to habitually source and use educational research to inform on-going professional development
  • Fostering networks of influence which enhance professional reflection and inform enquiry projects or developments to practice – being collegial is now a defined part of being an accomplished professional
  • Encouragement of the active engagement with current issues like global citizenship within teaching and learning – engaging with real world, controversial issues including education policy and issues which are topical in society
  • On-going academic study

Points to note:

  • The additional element of “Professional Dispositions” as set out , unlike the other three elements, has no  actual descriptors  of what it  translates to,  despite it being  part of the diagram (SCLPL , Pg 6)  in a rightful and important place to encircle  “Professional Values and Personal Commitments and  illustrated as being  integral to  developing  “Professional Actions” and “Professional Knowledge,  Skills and Abilities”.    As every quality specified within Professional Dispositions is already shown or implied elsewhere in the Standard, particularly  in Values and Personal Commitments  it comes across as overly complex  to create four separate elements in the Standard when  by incorporating  “Professional Dispositions” into” Values and Personal Commitments” would simplify  the document as a working tool.
  • The description of the multiple phases through which a teacher might progress throughout their career is welcome and acknowledges an existing progression familiar to most. However, the brevity of the descriptions of “Accomplished” and “Leading” could lead to misinterpretation of the timescale and relative value of each of these phases. Although the text explains these phases and the need for individual exploration of these very well, it may imply that “Leading” is a progression from “Accomplished”, and is therefore more valuable. This engenders a view of the accomplished role of a classroom practitioner as the lesser of the two. The central aim of the Chartered Teacher programme as a way in which to acknowledge the value and vitality of retaining accomplished teachers in the classroom seems to be contained in these statements. If this standard aims to champion the importance of expert classroom teaching, it needs to communicate this message more strongly. Perhaps another diagram or adaptation of the existing diagram in order to express the inter-changeability or potential pathways through this would be helpful to express this better and to avoid any wrongful prioritisation or assumptions.
  • To what extent can the criteria offered be effectively mapped against individuals on their career journey through a balance of PRD/PLD, teaching experience, formal qualifications and evidence of commitment to career long development and indeed by whom?  Will external agencies be involved along with line managers? Greater clarity would be valuable around this and delineation between levels within SCLPL and transition from SCPL to SLM. It will be difficult to quantify because these criteria are qualitative and benchmarking would have to come into this.  More information about the processes or criteria to be applied for a teacher to make the transition to the Standard for Leadership and Management once he or she fulfils or surpasses the criteria of “Leading” re the Middle Standard (SCLPL) is required. According to the elements set out in both documents, working at the upper end of SCLPL and well within SLM at the level of Middle Manager can in fact be inseparable.   That said, it is notable that nowhere in the SLM does the word classroom appear and it speaks of “educational communities” and “teaching and learning”.   It seems tacit that those “aspiring to leadership roles” are seen as on a continuum leading to management.
  • How can sustained professional learning as expressed take place unless Universities and access to quality academic interchange and challenge is offered as an entitlement. For example, releasing teachers from classes during the working day to move within their communities to collaborate between schools and across sectors would be a requirement if the elements suggested are to be fairly facilitated and applied.   Systems are not in place to allow this to be universally facilitated in all LEAs for all interested teachers. A recurrent issue for chartered teachers has been that their abilities to engage with a range of literature and research in order to inform and change policy and practice, where appropriate, is governed by budgets for cover, but also by the openness of line managers to facilitate this in the working day.  Teacher professional development as defined by the SCLPL may be vulnerable to the same potential for misappropriation in the allocation of support.
  • How can one become accomplished if not offered a role to formally take forward learning?  Will the SLM ensure that HTs govern and allocate opportunity fairly?

The Standard for Leadership and Management

The clear definition of leadership in all of its forms is welcome, as is the definition of management and the emphasis on distributed leadership. This standard demonstrates strong integration with elements of the Chartered Teacher programme and standard, including:

  • The use of coaching and mentoring and collaborative programmes to improve learning outcomes for colleagues and pupils
  • 3.2 Professional Knowledge and Understanding are all reminiscent of CT standard, as are 3.2.1, 3.2.2, and part of 3.2.3
  • Elements of 3.3 Personal Dispositions and Interpersonal Skills – self-awareness, questioning of practice through reflective processes and critical enquiry, analysis of current practice used to inform enquiries into improvements, effective communication in order to achieve impact, engagement with the politics involved in education
  • Elements of 4.1 Professional Actions relating to self-evaluation
  • Chartered Teachers will value the stated commitments to structured and tailored professional development stated in  4.2.3 and 4.2.4
  • The term “leadership roles” is open to different interpretation by different HTs.  For example, it is surely different to lead or contribute to a cross- city initiative rather than to lead an eco-group within a small rural school

Points to note:

  • The delay in publishing the framework for Educational Leadership and Development is unhelpful in evaluating the efficacy and practicality of both SCLPL and the Standard for Leadership and Management.  Until, this can be held against both SCLPL and SLM any evaluation can only be half informed.
  • This standard defines the role of head teacher really well, so that, if adhered to, a chartered or “accomplished” teacher would be encouraged and enabled to very effectively increase the quality and impact of teaching and learning on pupils.
  • This standard could be viewed as being intent on closing the gap between leadership and management.  Management is described as being the “operational implementation and maintenance of the practices and systems required to achieve change (and as outlined in the document this is to be first brought about through effective leadership). Many chartered teachers are functioning at this level when given the freedom, right and position to do so and may be perceived, in this respect, as currently functioning as managers within the SLM Standard.
  • Some elements of this standard continue to convey and affirm the commonly held impression that educational leadership sustains and maintains a top down process of influence and control.

The Professional Actions of Middle Leaders as described in the standard align particularly well with the Chartered Teacher standard also:

  • 5.1.1 Professional self-evaluation methods and processes which impact further
  • Leading and influencing others in critical analysis of practice
  • 5.1.4 identification and use of knowledge from literature and other sources to inform improvement processes
  • 5.3 “To lead and work collaboratively to enhance teaching which leads to high quality learning experiences” – seems to be written for the role of CTs and implies that CTs could contribute greatly to this element of improving educational provision

Points to note:

  • “Middle leaders have line management responsibility” and therefore this implies that only those prepared to accept this will be encompassed within this standard.
  • The fact remains that many head teachers have themselves not undertaken formal academic studies, many colleagues choose to simply tick along (due to pressure of different home/work pressures)  while others are dedicated  to a fault. Yes, these standards  are indeed “aspirational” for those who have not already aspired to and successfully undertaken academic studies at a high level , who have “deep subject/curriculum knowledge and pedagogical expertise and  have, already developed the dispositions necessary to be “knowledge  creators curriculum, developers… etc ”
  • Chartered teachers may vary in their desire and motivation to operate within the Standard for Middle Managers. Some will relish the opportunity to access their entitlement to lead professional dialogue and teams as the SLM suggests.  Some will feel that being defined as accomplished teachers will not allow them to demonstrate their knowledge, skills and ability to promote learning for pupils and colleagues effectively.  Is there a way in which to allow CTs a choice in which standard they wish to meet? Can we gain some clarity over where and how the Standard for Chartered Teacher now fits?
  • The role of chartered teachers within any standard remains dependent on the leadership and dynamics in their schools and establishments and they cannot be judged or assessed on their efficacy in this role within the constraints which may be imposed upon them.

Whether what is set out in the Standards is a practical and attainable representation of what can be achieved by all teachers , the vast majority of whom are class committed, and subject to constraints such as access to quality CPD and PR to facilitate this, will be tested as these Standards embed in practice. These standards should enable teachers in the classroom to realise that they are the future – the makers and shakers of learning, responsive to change, sharing values as a priority, taking on challenge and meeting it.    This suite of standards is aspirational,  a continuum, and as human nature dictates,  will no doubt allow many to exercise their own limits and progress as far as they wish to at any given time in their career.  They define the formal requirement of accountability for all involved in education and it is in full awareness of their importance that ACTS offer these comments which we hope will be helpful before finalisation of the suite.

ACTS statement to the SNCT, 19th March 2012⤴

from @ Association of Chartered Teachers Scotland

The Association of Chartered Teachers Scotland (ACTS) present the following points, to be considered by the Scottish Negotiating Committee for Teachers (SNCT), regarding matters of pay and conditions of Chartered Teachers and teachers on the Chartered Teacher Pay Spine.

This statement has been developed from views recorded during a specially convened open meeting of Chartered Teachers and other educationists on 3rd March 2012, and opinions submitted to the ACTS committee.

ACTS’ aims include supporting our members and making representation on matters affecting them. Therefore we present the following points, intended to ensure fair and just treatment for all Chartered Teachers and teachers on the Chartered Teacher Pay Spine, including those currently ‘frozen’ in the middle of their Masters level studies, while maintaining the opportunities for Chartered Teachers and teachers on the Chartered Teacher Pay Spine to make a difference to pupils in schools.

ACTS contend that a fair and just SNCT agreement must ensure that:

  • full Chartered Teacher status remains for all fully accredited Chartered Teachers,  irrespective of whether, in gaining such status, they followed the GTCS ‘accreditation of prior learning’ (APL) or university Masters route.
  • the SNCT’s Code of Practice on the Role of the Chartered Teacher remains the context in which Chartered Teachers work.
  • a Chartered Teacher Pay Spine continues to be recognised and applied, where ‘performance review and development’ (PRD) procedures confirm that accredited Chartered Teachers are working within the requirements of the Code of Practice on the Role of the Chartered Teacher or any new, agreed Standard or Code which may emerge.
  • those who have pursued their studies beyond Module 1 of the currently ‘frozen’ Chartered Teacher Scheme are recognised and accommodated on the Chartered Teacher Pay Spine. When these teachers gain their Masters, they should be given parity with fully accredited Chartered Teachers in terms of pay and expectations regarding their role.
  • PRD discussion should involve professional dialogue between a Chartered Teacher and a senior member of staff who is familiar with the Standard for Chartered Teacher (or subsequent Standard) and the Code of Practice on the Role of the Chartered Teacher. Discussions should reflect on the previous year, in light of the relevant Standard and Code, and plan the following year taking account of individual, local and national priorities. It is the line manager’s responsibility to identify opportunities for the Chartered Teacher to meet or exemplify the Standard and Code through, for example, taking initiatives, leading developments or mentoring others, as appropriate.
  • the fundamental difference between Principal Teacher and Chartered Teacher is clearly understood by all who make policy which affects both roles.  Managers need to understand and manage the potential and skills of Chartered Teachers in their establishments in ways which will provide ‘added value’.

Download statement as PDF here.