This week in the FDLT Year 1 groups we have been using the stop motion animation app iMotion and the video editing app iMovie. The students devised, scripted and designed short animations to explain an idea or process. After they had made their film they added music and sound effects from iMovie and sounds made themselves.
The films can be watched here:
It was interesting to see the skills, knowledge and understanding that students used as they worked in teams of three or four. They had to check their subject knowledge and understanding of the ideas and concepts they were presenting. Sometimes as they worked this evolved as they added detail: vocabulary and visual examples. They worked effectively as teams, taking different roles, co-operating, sharing ideas and solving problems. Cross-curricular approaches were evident as students worked across the subjects design, art, science, English, mathematics and computing.
Making stop motion animations allows people to move from passive users of technology to creative makers where the technology is a tool to create.
This afternoon the FDLT Y2 students explored the sculptures placed around the Waterside site.
They then chose their own space on campus and made a maquette (the small model that a sculptor would make as part of the design process). They then used green screen technology (DoInk app and Ipads) to virtually place their sculpture in the space, manipulating its scale to fit.
Some of the sculptures are inspired the university experience (learning and graduating).
Some are inspired by the materials themselves.
Others are inspired by the site itself (railway heritage and wildlife).
Last week the FDLT year 1 students went on field trips to explore different ways of supporting learning outdoors. Led by Ken Bland and Georgina Hand, they explored fieldwork around a river including mapping the meander, measuring depth; testing speed of flow and exploring water quality. They also took a kick sample of the animal life in the water and used magnifiers to look at the creatures they had found. They explored the clues to the history of their location around the landscape.
Students also used the outdoors as inspiration for poetry and art. As a starter the students played a digital find it activity in pairs. Each pair was given a grid with things to look for, photograph and present as a PicCollage. The grids were based around subject content, subject specific vocabulary, and could be differentiated to the learning of the pupils. It is a good way of getting a group to explore the outdoor where they will be working in without unnecessarily collecting and damaging the environment.
parts of a plant
parts of a tree
parts of a tree
parts of a tree
We also looked at the work of artist Richard Long. The students then had a go at making walking poetry by setting a rule to walk, collect words and explore the outdoor environment. Some students walked ten steps and then looked up and looked down; others set rules related to collecting certain groups or patterns of words. This gave them the opportunity to use grammatical knowledge in a creative context.
two adjectives, noun, verb
number, colour, noun
two adjectives and a noun
two adjectives and a noun
Students also collected one leaf and tried to identify it using books and an identification app on the ipad. After this they had a go at writing a poem around the edge of the leaf. We discussed using scientific as well as poetic language.
We also looked at The Lost Words – see earlier blog post.
This day connects forwards into the PDT2016 learning beyond the school site module that the students will study in 2018/19.
When making a collaborative book it is essential to agree on the format of the pages – landscape or portrait. This story couldn’t be included in the main book because it was made in the wrong orientation:
After the session one of the students went away and made her own book with her son.
Some of us who teach on FDLT, BALT and other education courses along with students and local teachers are part of an Erasmus+ project called Digital learning Across Boundaries – DLAB for short. We are working with educators in Belgium, Denmark and Norway.
In May we are sharing a free online course based around our theme this year; using digital technology to support learning outside. The materials will be based around our themes:
art in the environment
You can read more about the course and sign up here.
If you are working in schools you will be able to access stimulating and creative approaches and activities that you can use with your pupils. Part of the course will be based around online sharing of activities and outcomes through a Google Community.
The project has a twitter account: @DLAB_Erasmus and a website where you can find more details and examples from the project.
Last week two Foundation Degree Learning and Teaching (FDLT) groups took part in conversations with students in Mexico and UN alumni in Brazil.
The first part of the conversation was focused around asking and answering yes/no questions to find out where in the world they were within a Skype call. The rest of the conversation explored comparisons between the education systems and school life in each country. Over two days students made contact with educators and alumni to discover how FDLT students could enrich their own work in UK schools. Dr Brenda Padilla, part of the Faculty of Psychology from the Universidad Autónoma de Nuevo Leónin in Mexico, has blogged about the experience which enabled her students and ours to discuss aspects of classroom differentiation, educational politics and course modules. Whilst Carolina Andrade a former UN student working in São Paulo, Brazil was able to reflect on her learning experiences with FDLT students.
Across the two days students took part in Changemaker workshops and presentations faciliated by Liam Norton, Abi Wicks and Marie Alty. Also our Skype Guest Speaker Yvette Thomas Head of Equalities Children’s Social Care and Learning for Buckinghamshire County Council, encouraged FDLT students to see the classroom as a ‘Window to the World’ in an attempt to work with partners in other countries.
As part of their PDT 2016 module focused on enriching learning beyond the classroom and school site the FDLT Y2 (UN) group investigated using ipads and apps to create the experience of visiting other times and places.
The students worked in groups. First they identified a time or place to use as the basis for a short film or animation. Some of the suggestions and senarios they worked from are on this Padlet.
The students had to devise a scenario or story to explore and then research to collect still images and / or video to use as well as write a script for the scenes they would record. Some students chose to explore history: the founding of the city of Rome, the moon landing, Egypt, mummification; others explored science: the seasons, the body; some explored places: the jungle, going on safari and others explored a festival: Diwali. Their films can be seen here on a YouTube playlist.
The opportunities for learning are wide ranging when working in this way. In order to make an informative and worthwhile film the students (or pupils) have to research purposefully for visual sources such as images and video or make their own where none exists. They have to plan and write notes and script for their oral contributions. They often have to make props and artefacts to use in their film. Some of them also used other apps to add to their film such as Chatterpix, pic collage and photo editor apps. Throughout they have to collaborate and work as a team to reach an end goal. The resources used to support this session can be accessed via the Padlet above.
In this session the students had freedom to explore and work with the tools in order to learn how to use them. Some students were familiar with them from supporting pupils with them back in their schools. Supporting pupils to use digital technology creatively and embedded within their learning is an effective way of changing pupils from passive users of technology to makers and creators with control over what is produced.
This year the FDLT Year 1 students in both Leicester and Park Campus, Northampton used the university Ipads as part of their learning. In a session focused on using digital technology to enrich the curriculum (art) they were given a key art idea to search for examples of and photograph. They went off to observe, capture and edit around the outdoor environment. It was interesting that because they had been given a very specific focus on what to look for they began see examples everywhere and be quite creative in the way they captured these examples.
When they returned to the classroom the students collected their images together and presented them as photo collages using the PicCollage app. They added borders and text and then airdropped them to the session tutor so they could be shared with the group. All the collages were added to a ThingLink that also contains the relevant subject knowledge information which is enhanced by the visual examples present in the photo collages.
Over the last few weeks the FDLT Y2 groups have been using animation, greenscreen and video editing apps to create short films.
This year we used the animation app ‘iMotion’ to make the animations. This is a relatively simple to use free app (there is a paid for version with a few extra features). This time when we used it some of the groups experienced a problem in that if they stopped animating and watched their films back when they continued the film did not always continue on from what they had previously done. We were able to correct this using iMovie but it was frustrating and sometimes demotivating.
Something else we tried this year for the first time was filming the animation against a green screen and then adding a background using the DoInk greenscreen app. This allowed them to set their story against one or more photographs that they had chosen. As we used it we also found that the animation could be moved around on the screen to a better position and the photo could be adjusted too. This app was very user friendly and a student recommended the DoInk animation app which is something we will investigate for next time (to help overcome the problems outlined above).
After the animations were made and the photographic background added we used iMovie to edit the films. For some this meant reordering their scenes and for all it meant adding sound. Some students chose some music from the limited range available on iMovie. Others added narration, dialogue and sound effects as well. Films can also be edited in YouTube, which has a much larger choice of music.
Along the way students also used the photosforclass.com website to find photos; Dropbox, to save films at different stages and YouTube to share and edit films. It was impressive to see the level of team work, creativity and perseverance from the groups of students as they worked together to create their animations. They can seen on this YouTube channel:
The students learn how to animate and use green screen so that they can explore how to use digital technology to support and enrich learning across the curriculum. Underpinning much of the activity was narration, imagination and storytelling – many of them told stories and designed story boards in order to develop their story before beginning to animate.
Some students set their animations in non-fiction contexts that involved some research about their area (global warming, animal homes). Throughout they listened, negotiated, described, speculated, evaluated and asked questions (English). In addition this some students explored aspects of the history, science or geography curriculum to set their animation in context. All the students were engaged in designing and making sets and props and some made their own characters. Some students researched to find and evaluate images to use for their backgrounds (art and design, design and technology). All the students were engaged with using digital technology to make and edit their films (computing).
We hope that students will go and use these skills in their support for learning in schools as teaching assistants, or in the future as they become teachers. the potential for learning in the classroom or in after school clubs is huge. As adults they experienced an immersive and intensive full day of activity that might be better broken down into a series of smaller activities with children. This would give the chance for greater reflection between each stage.
There’s an interesting blog post here about the educational value of making stop motion animations with children and also these journal articles exploring research:
Fleer, M. and Hoban, G. (2012) Using ‘Slowmation’ for intentional teaching in early childhood centres: Possibilities and imaginings. Australasian Journal of Early Childhood. Vol.37(3), p.61-70.
Hoban, G. and Neilsen, W. (2014) Creating a narrated stop-motion animation to explain science: The affordances of “Slowmation” for generating discussion. Teaching and Teacher Education. Vol.42, p.68-79.
Pugh, S. (2013) Stop motion animation as an innovative approach to engagement and collaboration in the classroom. The Student Researcher. Vol 2. No 2. pp109-120.
Reid, D., Reid, E. and Ostashewski, N. (2013) Combining iPads and slowmation: Developing digital storytellers in an early learning environment. World Conference on Educational Media and Technology. pp. 1539–1543