What's the BETT?

The Bett summit opens today in the ExCel Arena in London offering an insight into the future of technology within education.  Its purpose is to inspire and open our minds to the possibility of innovative technological breakthroughs that could be seen in future learning environments.

 

 

This planned arena conference offers all persons working or interested in educational technology a plethora of innovative breakthrough products that are believed to enhance learning allowing the learner an infinite learning space.

But, is technology necessary in education, and does it benefit the learner in any way?

Teachers plan for every lesson and within that plan, the intended use of technology is incorporated.  However, Aubusson et al (2014) explain that this can be dependant on the teachers technological ability and efficiency, and the schools regulations and policy.  Aubusson, et al (2014) study on technology in education found that technology has a positive learning impact and an enjoyable rich task experience for the learner.

Atis (2013) disagrees, arguing that technology in school is rapidly growing to meet the learners needs, educationally and socially, however its over use in the classroom was noted as having a negative affect on the learner.  Atis (2013) further explains that computer use does not always meet the need of the learner's engagement especially when the technology is not used to its best advantage.

However, Yanez and Coyle (2010) explain how multi-modal technology; using audio, visual and tactile products cater to all learning styles and provide an interesting and enjoyable learning experience.  The learner is said to have the ability to visualise problems rather than misunderstand verbalised direction and have increase cognitive visual recall after learning with technology.  However, the authors go on to explain that technology in education can come with problems of their own.  There is the problem with internet access or a slow connection, or calibration difficulties on interactive whiteboards. Studies have revealed that new technology in schools are, in some cases, not used to  full advantage.  Teaching professionals could use the new equipment as a simple replacement to the old and some do not allow the learner to use the technology therefore the teacher remains to deliver learning, not allowing the learner to take learner ownership. 
The authors call for more research for a deepening of understanding of technology learning and state that teaching professionals should be instructed on soft wear and usage to implement the intended use successful learning in this manner.

We live in a technological age where even the youngest children can use I Pads, mobile telephones and use a mouse on a lap top.  The internet holds an infinite amount of knowledge to learn from and allows communication from contacting friends, following iconic people or to people in other counties around the world.  Educational software and applications can engage the learner, making the learning experience fun and hands on, more than a book or having a lesson delivered.  There is, nonetheless. a call for a balanced learning environment, one rich with many different learning resources, however, technology as a cognitive and tactile learning tool that offers a rich and meaningful learning experience can not be ignored in todays technological age.

Global News: An Auditory Space.

Making an interesting sound recording which can grab the listeners attention with only using their hearing sense is a difficult task.  Within a group today we published a spoof recording of a news report for the class to peer review. Using the theme of news readers, myself and two others recorded a topical news report on Audacity.

This fun, hands on learning tool allows the learner to record themselves along with other sounds relevant to the theme that the learner has chosen.

This requires many skills including team work, communication, organisation and it also builds confidence.  During the lesson there was a learning buzz with laughter and team discussion as each individual organised and got into character.

On reflection of this activity I was interested to research further how sound in animation can change a viewers perspective of a character.  During our attempt at becoming newsreaders we instinctively changed our personas to become the characters that we were playing.  We became professional, clearly spoken with a tone replicated from what we hear of newsreaders on the television and radio attempting to make our characters credible.  This has made me realise that sound has a profound affect on the listener.

Collins (2013) explains how the use of sound in film and animation influences Identification, and Psychological Role-Play, where we understand, empathise and feel that we become the character on screen, in equal extent as the visual aspects of film and animation. The author argues that especially within animation, sound brings reality and credibility to the animation allowing the viewer to identify strongly with the characters.  The visual representation is also argued not to be the only space where a viewer identifies and experiences the story, but auditory space is as important when representing a the stories and characters of film. However, sound must be organised in a way that a camera would be and is a scientific process of auditory space.  Cleverly, sound, can create difference in scenes by using placement of microphone and speaker set up allowing a sense of distance, to make the viewer turn to view another aspect of the film, to create mood and develop auditory proxemics: volume to create empathy and identification.

Sound in film is a scientific and technical process that surprisingly has many strands. In the case of our topical news, many of the aspects of auditory experience were intuitive, however on reflection many of the different components that Collins (2013) argues could have been used to improve the quality and deliverance of our Global News coverage.

 

Animation for Learning

There is no denying that visual technology can engross a person so much so that person were asked to repeat what they have watched a detailed description is often verbalised back.  Nonetheless, when it comes to learning, do visual spaces really help a learner and develop their thinking skills and deepen their knowledge?

Animation in learning could be regarded a dyadic genre of learning. Firstly, the making of an animation through either manipulation or computer programmes such as Zu3D can develop a multitude of essential skills.  Secondly, viewing animation as a learning tool to explain domain specific information can enhance the learners ability to understand more deeply than when explained verbally.

Learning through Making.

In this fast moving, technological world, children remain to develop the same basic skills but in a more current and up to date way. Making stop-motion animation draws and develops many skills in the learner.  To begin with an idea has to be thought, then discussed with a learning group, developing communication skills and tolerance, or thought through by the individual.  As animation is regarded a mechanism to tell a story, a story board must be developed to organise these thoughts and ideas using organisation and literacy skills using higher order thinking. Then with the manipulation of material that is used for the animation fine motor skills are developed. Finally photographing each frame and developing sound encourages tolerance and patience along with motor skills.

 

Lowe (2003) argues that manipulation of materials to form stop-motion animation fosters a deeper learning experience than computer animation.  However computer animation through Go!Animate and Scratch as a growing teaching resource are said to provide rich learning experiences for children in topics ranging from language through to history and mathematics.  So the 21st Century educator cannot ignore growing technological educational tool to stimulate the modern learner.

To allow me to experience of model making for animation we were given the opportunity to produce a clay model from scratch.  With modelling clay I made a man.

During this process we were advised to model our characters from one ball of modelling clay as to prevent limbs from detaching when moving them.  I began with the head and moved onto the body.  The thought process was stimulating my own higher order thinking skills as I thought deeply to analyse and evaluate my actions.  I had to think about body shape, proportion, weight distribution for balance and strength for the durability of my model.  Then the smaller details had to be moulded, the nose, mouth and eyes for example took patience and fine motor skills. The whole process was deeply thoughtful as well as a creative learning experience which is transferable to any learning environment with any age group.

However, it is not only modelling that can be used in animation for learning.  Any materials can be used such as paper, cloth or even the learners themselves as seen in this Children's FLY! workshop production.



An example of children working together to create stop-motion animation

Learning through Watching.

It is argued that watching animation as a tool for learning can be complex and it is important that certain criteria are met so that it benefits the learning process. Lowe (2003) explains that for a learner to benefit from watching animation it must be designed specifically to meet the domains learning criteria. Then the animation itself must not have too much going on as it is possible the learner will focus their attentions on an area which is not relevant. It is also important that the learner can extract the information and organise this information cognitively within areas of already conceptualised knowledge.  For this to work, the learner must have some knowledge of the subject before they view any form of visual learning tool. If the learner, for example has no knowledge that a ball bounces up and down and they view a visual learning tool that explains to them a ball bounces from side to side, the learner will internalise this misconception. It is also explained that any intrinsic, form, or extrinsic positional transformations must be relevant to the subject domain or those changes could cause misconceptions.  However, these forms of change within an animation can enhance the learning if contrasted to the background giving the learners eye direction.  Ainsworth (2008) adds to this by explaining the importance of segmenting animation; the learner has control over the viewing experience.

It also important to recognise, as Ploetzner and Schlag (2013) explain, cognitive theory of multimedia learning developed by Richard Mayer in 2001.  Mayer theorises that the working brain can become overloaded with information so it is important for teaching professionals to organise their animation for learning in a way that can optimise the students learning experience and internalisation of maximum knowledge.

 

Nonetheless, if these criteria are successfully met Lowe (2003) argues that using animations to explain subject matter does in fact aid learning allowing a fruitful and enjoyable learning experience for the student.