Wednesday, 30 March 2011

Interview with Hannah Joynt on designs flexible delivery

Who are your student’s.
Hannah’s teaches creative studies (level 6). Creative studies have an intake of 60 students which is split into 3 groups, gender is generally mixed. Students range from school leavers to mature students who may or may not have achieved year 13 at school. Students generally have a creative background from school who have found themselves out of place when away from the creative hub, their course helps them find like minded people to associate with however they seem to be unaware of the scope of the course.
Entry Level.
Students undergo an interview process and are require to produce a portfolio of their work.
Five dimensions of flexible learning.
Students have 48 hours contact time and 102 self directed hours, facilities are available in the weekend and extra tuition in special circumstances is available by appointment. There are 8 certificate papers in total; they can be split into part time study. Attendance is required    for students to keep up.
Delivery and Logistics:
Students have a classroom, computer suite and studio work area, content is delivered by lecturers, handouts, power points, videos, computer, Utube, and demonstrations. Students go on field trips to galleries and around the town where they observe course criteria, they work in pairs or groups of varying numbers. Student’s inspiration is sourced by observations on walk about and guest lecturers. Tools include Computers, whiteboards, portfolios and items already mentioned, students present their work through display’s and exhibitions.
Content and Instructional approaches:
Content; students have mix of learner choice based on guide lines but with some fixed content, there is also instructional content. Subject matter is very flexible. Students have a fixed assessment based on 60% participation and 40% journal entries. Journals reflect writings, drawings, research, documentation and brain storming. There is flexibility in assessment delivery through readings or video.
Instructional; generally one on one interaction, students engage in peer tutoring, learner centred learning approach is encouraged due to a studio cultured environment. Students have directives to follow but also use reflective listening and discussion /questioning groups.
These range from whiteboards, computers, video, digital electronics and the use of Moodle. Light workshops and artistic environments. There is a human resource and Hannah provides an extensive personal book collection.
I found the interview quite informative and look forward to adopting some of Hannah’s resources into my own teachings. It was also apparent that in looking at the five dimensions that they would overlap requiring focus on the question at hand.
Fred Cross

1 comment:

  1. Fred your interview has got me very interested in Hannah's courses. I really like the mix of resources, and methods she uses for learning and providing evidence of learning. Field trips are such fun, and sometimes teachers get overshadowed by concerns about having enough time to cram in content. It does not appear that Hannah's courses are guilty of this, and I get a sense of a hive of bees working happily on their projects, making honey.

    I used to really enjoy taking nursing and midwifery students to the Anatomy museum where I ran a session on embryology. The students used to enjoy getting out of the usual classroom, and working with the museum models, and peering in jars - some quite disturbing so sensitivity was required. The 3D models we worked with brought the subject alive, and I made use of the displays to get them thinking about the various embryonic stages of development.

    Video could have done the same thing but being able to touch and look, and work in groups made the whole experience memorable for myself and for the students.