As if by Magic! Exploring the Problems and Processes of Producing Educational Media
Tracks
HUM 1044
| Tuesday, May 28, 2019 |
| 2:00 PM - 5:00 PM |
| HUM 1044 |
Speaker
Ms. Andrea Beukema
Director of Educational Support Services
As if by Magic! Exploring the Problems and Processes of Producing Educational Media
2:00 PM - 5:00 PMFull Abstract
Join this role-playing adventure to examine the processes and common problems faced by everyone creating educational media. Together we will learn about media production as we play our way through a project.
This workshop is a true role-play game supplemented by mini-lessons and within-the-game coaching and commentary by the presenters. Role playing games are known to enhance creative thinking and working as a team. This game will present a scenario that asks participants to plan for a specified media project (instructional video, online module, animation, etc.).
Each player will be assigned a role from a set of typical project participants (faculty, media producer, etc.) with real-world attributes (timeliness, academic workload, etc.) that contribute to or detract from the success of the project. Participants will work in small groups (4-6 people). Their first task will be to develop their media production plan on a series of blank grids; inventively, this grid will become the board on which the rest of the game plays out.
The process will be to move their team through the project as efficiently as possible. Along the way, teams will draw cards and roll dice to expedite or delay their project plan. All scenarios, cards and matters of chance have been carefully written to reflect the day-to-day realities of educational media production.
At several key points, game-play will be paused in order for the facilitators to present a mini-lesson on selected aspects of media production planning and management. The mini-lessons will use a combination of slides and video to demonstrate effective (or ineffective) production processes and serve as a Just-in-Time learning that will help teams succeed in the next phase of their games (and their subsequent real-world work).
By playing, participants will gain or improve their understanding of roles and responsibilities, how to manage a project, and effective ways of giving feedback on video and other forms of media.
We anticipate participants will leave with a deeper understanding of how to foster productive collaborations between faculty (or Subject Matter Experts) and media/instructional professionals by addressing the following questions: Who needs to know what and when? What’s easy and what’s not in terms of production? and What constitutes actionable feedback?
This workshop is a true role-play game supplemented by mini-lessons and within-the-game coaching and commentary by the presenters. Role playing games are known to enhance creative thinking and working as a team. This game will present a scenario that asks participants to plan for a specified media project (instructional video, online module, animation, etc.).
Each player will be assigned a role from a set of typical project participants (faculty, media producer, etc.) with real-world attributes (timeliness, academic workload, etc.) that contribute to or detract from the success of the project. Participants will work in small groups (4-6 people). Their first task will be to develop their media production plan on a series of blank grids; inventively, this grid will become the board on which the rest of the game plays out.
The process will be to move their team through the project as efficiently as possible. Along the way, teams will draw cards and roll dice to expedite or delay their project plan. All scenarios, cards and matters of chance have been carefully written to reflect the day-to-day realities of educational media production.
At several key points, game-play will be paused in order for the facilitators to present a mini-lesson on selected aspects of media production planning and management. The mini-lessons will use a combination of slides and video to demonstrate effective (or ineffective) production processes and serve as a Just-in-Time learning that will help teams succeed in the next phase of their games (and their subsequent real-world work).
By playing, participants will gain or improve their understanding of roles and responsibilities, how to manage a project, and effective ways of giving feedback on video and other forms of media.
We anticipate participants will leave with a deeper understanding of how to foster productive collaborations between faculty (or Subject Matter Experts) and media/instructional professionals by addressing the following questions: Who needs to know what and when? What’s easy and what’s not in terms of production? and What constitutes actionable feedback?
