Students as Digital Producers Animated visual learning resources to promote: 1. responsible use of social media 2. the learning centre induction Students: Steph Hodgson Jade Kinder Sean Hooley Robert Woodhead Henry Iveson Calum Parker Josh Evers Sam Mealand Students: Liam Hall Dan Hodgson Tutors: Sue Beckingham Liam Bullingham Claire Ridall Oksana Fedotova Sheffield Hallam Uni
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Students as Digital Producers
Animated visual learning resources to promote: 1. responsible use of social media 2. the learning centre induction
Students:Steph Hodgson
Jade Kinder Sean Hooley
Robert WoodheadHenry IvesonCalum Parker
Josh EversSam Mealand
Students:Liam Hall
Dan Hodgson
Tutors:Sue BeckinghamLiam Bullingham
Claire RidallOksana Fedotova
Sheffield Hallam Uni
Expanding the 'student as producer' agenda through the production of
visual learning resources
Faculty of ACES LTA Conference
The Tutor Perspective
Background
The project aimed to:Increase learner engagement with theoretical modules by forging stronger links between theory and creative practice
Promote a stronger engagement with University life, by bringing the students into contact with several stakeholders and services, and enabling the students to participate as expert media producers
Expand opportunities for employability development and client-based work
The team of presenters includes:the clients, the students and the module tutor
Module Tutor: Oksana Fedotova
Case Study 1Project: Social Media Guidance for StudentsClient: Sue BeckinghamStudents: Steph Hodgson, Jade Kinder, Sean Hooley, Robert Woodhead, Henry Iveson, Calum Parker, Josh Evers, Sam Mealand Level 4 module
Case Study 2Project: Promoting the Learning Centre InductionClients: Liam Bullingham, Claire Ridall Students: Liam Hall and Dan HodgsonLevel 5 module
The Client PerspectiveSue Beckingham
Social Media Guidance for Students
Brief: Create a 2 minute visual artefact that will portray the importance of using social media responsibly
Students and Staff can access these four resources at http://go.shu.ac.uk/socialmedia
Following the Client brief the students on the module had 1 week to prepare and in pairs pitch their ideas to the Client.The Client gave immediate feedback.Students developed their proposed visual artefact over 2 weeks, gave a short presentation to the Client and once again received feedbackStudents were then invited to develop this work further and give a further presentation showing their artefact to a panel. The Client and panel gave feedback and then shortlisted 4 winning projectsThese 4 groups then polished their artefacts further and presented their final work.
'The importance of responsible use of social media
and the value of developing a professional online presence'
Sue Beckingham
All students attended a Client led seminar
Aim 1:
Highlight that some employers will carry out Google searches to uncover the digital footprint
of an individual...
Raise awareness that an unprofessional online presence could mark the end of a career before it has even started....
Aim 2:
Aim 3:
Help students consider the real impact of a social media faux pas
Aim 4:
Through engaging with the project, students would develop graduate skills
"The most important thing that I learnt throughout the client project was the how
crucial it was to have a detailed plan of what must be done and when. The key
was to have perfect time management."
"In this client project I have learnt how to
show my work, confidently to a
large audience."
"I've learnt a lot from this project including how to work well in a team and
organise what we do best, as well as create assets to a professional standard under
time constraints"
"Good communication with
the client is vital"
The Students' Work
Henry Iveson and Josh Evers
Callum Parker and Sam Mealand
Steph Hodgson and Jade Kinder
Sean Hooley and Robert Woodhead
The Client PerspectiveLiam Bullingham and Claire Ridall
Client 2: Learning Centres
What do we do?
• library and IT services• learning, study, group, skills• 1.7million visitors• 33,000 borrowers• Art in the learning centres • Video wall
induction
What do we want?
• Student perspective of induction• Own experience• Other people's perceptions• Animation/webcomic• Must be useable in public exhibition
What will we do?
• Publicise your work • Answer questions• Document the