62 | FINAL INSIGHT
W:
edtechnology.co.uk | T: @Educ_Technology
Teachers are turning to educational strategies such as student-created content in order to shift the role of learners from content consumers to content producers. Ian Skeels, managing director of Point2School discussed the effectiveness of this approach
FROM CONSUMERS TO PRODUCER
YouTube videos, online interviews, podcasts, sound clips or social media polls to put together a portfolio of research, findings and analysis. Teachers may also wish to ask
students to take part in the creation of assessments by writing challenging and thought-provoking quiz questions related to class content. These are placed into a bowl at the beginning of the lesson and drawn out at the end, with students expected to assess and articulate what they know using text, sketches, diagrams and brainstorms in an allocated time slot. By giving students the space to problem solve independently, teachers are likely to see an improvement in students’ information retention levels,
" LEARNERS ARE ABLE TO VIEW THEMSELVES DIFFERENTLY WHEN THEY GENERATE THEIR OWN CONTENT " LEFT: Ian Skeel
Most teachers will have taught a difficult topic that students have failed to grasp, while others struggle to enliven material and teach topics that may traditionally be considered as ‘dry’, making it more of a challenge to retain student engagement. Students today are arguably far more confident than they were just a few decades ago; they have grown up in a world of constant communication, keen to have their ideas and opinions heard and therefore less inclined to simply sit back and have their education spoon-fed to them.
Benefits of student-created content In an atempt to avoid these issues, there are a number of different options available to schools, including a student- created content teaching model. This involves students building meaning by creating material themselves to share with peers and teachers, instead of simply processing information compiled by others. Student-created content is designed to encourage active involvement and participation in the learning experience. As students discover more about a topic through personal experience, they are far more likely to become interested and enthusiastic about what they are studying.
as well as their analytical and critical thinking skills. Student-created content is largely
In addition, by taking greater ownership for their work and having more autonomy over their learning, students are able to develop as independent learners, something that is crucial for the rest of their academic and working lives. Learners are able to view themselves
differently when they generate their own content, instead of relying on passive consumption. They take more pride in their accomplishments and recognise personal strengths and weaknesses, honing the former and improving the later.
Implementing the approach To allow students a more central role in what and how they learn, teachers may consider asking their students to write down a list of learning objectives prior to studying a topic so that students can share what excites and interests them about it. Students are then asked to meet these objectives using a variety of technological multimedia. This could include creating or finding relevant
about student creativity – generating new ideas, being imaginative problem solvers and delivering persuasive presentations and well-considered arguments. Allowing students access to technology in the classroom can only enhance these skills, especially given the fact that they use this regularly and intuitively in their everyday lives. Schools therefore may wish to invest in creative software that allows teachers to set meaningful extended projects showcasing students’ learning in class and at home. What’s more, creative software titles support student inclusivity, appealing to visual, oral and kinaesthetic learners alike and enabling them to tackle complex concepts in different subjects using a variety of simulation tools available to them. Using creative software as an interesting means for student-created content will keep students’ motivation levels high throughout the project. By providing students with varied
and engaging ways to create their own content, they are far more likely to produce creative material of exceptional quality, in addition to becoming successful lifelong learners. ET
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66