The Interactive Media and Digital Projects classes are now buzzing! The students are great and the project work is of a high quality. Everyone is either designing or making or researching... and the ideas are fantastic!
And even better - many are now routinely documenting - updating journals and activity logs, commenting on other journals, taking an interest in other projects and being part of a supportive learning community.
Last week's State Quality Assurance Meeting reinforced how important it is for students to be recording their journey. While projects may race ahead or stall or take unexpected turns it is critical that documentation continues.
Most of the documentation at the moment is descriptive rather than reflective but we can focus on more on reflection after first term reports. Another thing we need to look at is questioning... students need to be much more skilled in asking key questions related to their project. This can have a profound effect on the quality of projects.
We are progressing very well through the mandatory content for this course - and in a fairly painless fashion. We are up to our 8th 30 minute lecture and it is clear from reading journals and looking at project work that many students have taken on board the material presented.
Online research and organisation skills have also improved. To be frank these were very poor at the start of the year - and while most still have a way to go in this area it is good to see the progress that has been made.
As far as my own skills go I'm getting better at managing such a large group - 42 students now - and I feel confident that those who are aiming for the top level course are on track to achieve it.
Some my project support work has not been ideal with many students having to wait too long for items or advice that is critical for their project work. But I've noticed more students asking for, and getting help from other students and teachers which is good to see.
Some issues have arisen with students who need high enough TE scores for universities but can't count the full range of pre-tertiary subjects they have done because they include different versions of the same course. eg Art Production, Media Production and Student-Directed Inquiry are all framework courses and each have multiple course options. Hopefully we can resolve this issue through the use of folios and negotiation. This issue is far from satisfactory when one can clearly see the wide range of different knowledge, skills and understanding that students are developing.