Edu Sci


 iVET Basics of Education Sciences 2013

30.04.2014

B. Peer-Assessment Activity

Once a video is accessible for viewing, all other course participants will provide a blog post comment for at least two videos. Course participants will also complete a peer-assessment form for two videos (videos for assessment to be assigned by Blair) based on the assessment tables below and submit this form to Blair at blair.stevenson@oamk.fi.

Guidelines for giving blog post feedback to videos:

Be constructive, not negative;
Reference to specific sections in the video (e.g. I liked the part at 3:43 of the video relating to assessment when you...);
Use the assessment tables below as a reference for the possible themes for your feedback; and
Try to imagine how improvements could be made for the next time this lesson is taught.

Peer-Assessment Activity for video by Yanhong Xi
http://reflectionsonstudy.blogspot.fi/2014/05/peer-assessment-activity-for-video-by.html

 Peer-Assessment Activity for video by Mikyong Shin
http://reflectionsonstudy.blogspot.fi/2014/05/peer-assessment-activity-for-video-by_4.html



23.04.2014

Session: Discuss the ideal classroom (concluding discussions).

Objective: To consolidate and share the learning drawn from the Educational Sciences course.

Pre-task: Create an image of your ideal classroom (any format, any age group).
  • Have your image ready to upload and share during the Adobe connect session
  • Be prepared to discuss why it is your ideal classroom

15.04.2014

 A. Individual Video Activity

1. While completing the IVET program teaching practice, students will create a video of a specific lesson completed during their own practice.

  Here is the link to my video :
http://youtu.be/1D3LuXVZPkU

 I have done the mentor comments as an audio file:
http://youtu.be/9Fr2TNfudRU

These videos are private, please email me to authorize you for viewing if you would like to evaluate my videos. 


13/14.03

 Our meeting in Oulu started with two debates:

1. for and against:
“Computer-Supported Collaborative Learning (CSCL)’ and the use of Virtual Learning Environments suggest that learning at the vocational education level can take place completely on-line”.

2. for and against:
“All learning at the vocational education level can and should have a measurable outcome”.

My reflections on the debate and the meeting in Oulu 13/14.03 are in this link: 

3.12.2013
Survey of the Educational Sciences - Key Ideas

Activity A: Research on theorists John Dewey, James A. Banks and Albert Bandura ( 3.12.2013) by Pink Group ( Virpi Pietilä, Jay Thompson, Minna Tuhkanen and Aleksandra Paravina)

 Some related posts :
http://reflectionsonstudy.blogspot.fi/2014/03/vygotskys-zone-of-proximal-development.html



Activity B: Lesson plan based on a theory by John Dewey


Lesson title / subject: Exploring the graphic and emotional approach to food photography

Class / age group: Vocational Institution

Number of students: 12

Theorist and Concept Chosen as Lesson Foundation: John Dewey, Progressive education, learning by doing, making links with the society around, cooperative learning

Learning objectives:
  • To enable students to identify and make links between emotional, social and cultural response to food preparation and visual and graphical elements in photography.
  • To develop student understands of photographic visual-language when applied in advertising and food photography.
  • To develop students’ ability to successfully manipulate image in photo editing software.
Prior knowledge of students necessary:

Intermediate knowledge of photography:
Image analysis of composition elements including: depth of field, rule of thirds, use of diagonals, foreground/background, use of colour, shutter speed.

Forms of assessment:
Investigation, Production and Response:
  • Investigate a lifestyle photographer and analyse 3 images of their work
  • Plan and produce a photo essay that reflects on emotional and cultural aspects of food.
  • Evaluate another student’s photo essay
Lesson structure (table below)
Activity Key outcome (e.g. students should... Class structure (e.g. students in groups, seated individually)
Time
(min.)


File/journal/portfolio requirements

Go through unit outline
Revise Content-Media Language, Audiences, Production Outcomes
Assessment types

 Introduction

 1.
Introduction to image analysis: Looking at different elements of design such as: color, line, shape, negative space, texture, light.

(Video and a Power Point presentation)

 2.
Showing an example of a lifestyle photographer and how they utilize those elements, for example: Nikole Franzen.

 Take notes in their study journal, class discussion at the end of presentation. Students in groups 45min

Main section
Emotional Approach to creating an image.

Show an example of an image that has elements of: time, place, memory juxtaposed with design elements discussed earlier.


Discuss in pairs and make notes. Start writing the analysis of three chosen images.
In pairs, students to look at examples on the web and/or discuss topics, composition and the use of emotional and design elements.

Also they look at examples of photo essays and evaluate what photo essays are effective and why.

60 min

Conclusion

 Brief discussion on the choice of places to take images for food photography. Linking the content of the discussion with the ideas for places to take photos.		 Asking questions, giving ideas for practical work. We should have a plan for next week’s photo session and the place to meet. 15 min

Additional later work (if applicable)

 Students would be introduced to photoshop with some time allocated each week to basic digital manipulation.





Assess these three paintings by giving points on a scale 0-10,

based on the following criteria:

  1. Creativity ( Is the subject unique? ) 
  2. Skill ( Is the painting in proportion? Are the images well balanced? Brush strokes, are the lines messy or paint blotchy? 
  3. Colours ( Do the colours compliment or contrast each other? Does it work well with the painting? ) 









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