The School of Animation and Invention promotes both practical skills with digital literacy
Student Led Development: Coordination and Facilitation of Learning
Students at SAI work with a teacher who acts as a learning coordinator/counsellor and project development facilitator, to identify the necessary steps, skills and knowledge to complete programmes. Using online platforms students can seek support from the teacher in both synchronous and asynchronous methods, expanding the student’s ability and knowledge of digital literacy.
Students at SAI work with a teacher who acts as a learning coordinator/counsellor and project development facilitator, to identify the necessary steps, skills and knowledge to complete programmes. Using online platforms students can seek support from the teacher in both synchronous and asynchronous methods, expanding the student’s ability and knowledge of digital literacy.
Student and Teacher Workflow
As projects develop, the student is empowered to engage in their own learning journey. Reflecting a microcosm of whole school growth, as the student moves through a project they move their learning from foundational to established learners. The teacher reflects this growth by delivering differently, from a general educator, providing necessary resources, to acting facilitator to learning. During this process specialized instruction can be given at relevant stages of production and building. The six stages reflect Bloom's Taxonomy of learning domains that move from lower to higher order thinking competencies.
As projects develop, the student is empowered to engage in their own learning journey. Reflecting a microcosm of whole school growth, as the student moves through a project they move their learning from foundational to established learners. The teacher reflects this growth by delivering differently, from a general educator, providing necessary resources, to acting facilitator to learning. During this process specialized instruction can be given at relevant stages of production and building. The six stages reflect Bloom's Taxonomy of learning domains that move from lower to higher order thinking competencies.
Environment
With the integration of Blended Learning, much of the work of a traditional classroom can take place in a dynamic and relevant digital environment more suited to Web 2.0 technologies that students are familiar with. This enables the traditional classroom space to be transformed into studio workspaces, workshops and laboratories. Spaces where true creativity can develop, be it scientific experiments, film studio shooting green screen and animation, or 3D printers and laser cutters, robotics labs and general workshops where students can build and practice the iterative design process.
With the integration of Blended Learning, much of the work of a traditional classroom can take place in a dynamic and relevant digital environment more suited to Web 2.0 technologies that students are familiar with. This enables the traditional classroom space to be transformed into studio workspaces, workshops and laboratories. Spaces where true creativity can develop, be it scientific experiments, film studio shooting green screen and animation, or 3D printers and laser cutters, robotics labs and general workshops where students can build and practice the iterative design process.
“More accessible spaces can further promote lifelong learning principles by providing students around-the- clock access to learning tools. A traditional 50-minute class period that takes place in the same lecture hall two or three times a week can be limiting on its own, so additional opportunities to work in spaces that are open for longer hours give students flexibility during their unstructured time.”
The New Media Consortium & Consortium for School Networking. (2016). NMC/CoSN Horizon Report 2016: The K12 Edition. Retrieved from
http://www.nmc.org/publication/nmc-cosn-horizon-report-2016-k-12-edition/
From the Archives: 1843
“It is true we should not allow the pupils to have slates in their hands the whole time. Though it should be our aim to give them constant employment, yet their employment should be varied. Even the slate, if it were at their command continually, would become tiresome.” (W Alcott, 1843)
ref: Alcott, W.A. (1843). Preface In Slate and Black Board Exercises. New York: Mark H. Newman.
“It is true we should not allow the pupils to have slates in their hands the whole time. Though it should be our aim to give them constant employment, yet their employment should be varied. Even the slate, if it were at their command continually, would become tiresome.” (W Alcott, 1843)
ref: Alcott, W.A. (1843). Preface In Slate and Black Board Exercises. New York: Mark H. Newman.