First Journal Reflection: During this process of my project I’ve focused on gathering the research needed to construct the video. The information that was gathered then needed to come from various sources which made the editing process quite challenging for me, only because there was so much detail in the content that I gathered. I found it difficult trying to apply a story board to the narrative that was constructed, only because this step in the process was quite repetitive, in term of visualizing my research. I felt as though the story board was a visual abstract of what the video format would look like, so at times I questioned the need to have a story board. Potential issues I feel I might face in the future would me time management, only because I have focused the first 3 weeks to researching into the Syrian Refugee Crisis, I think the next few weeks need to be dedicated to constructing an actual video, which is my weakness. I found the benchmark for my project (video) which comes from the UNHCR, Amnesty International, Red Cross International and Red Cross Syria YouTube channels. Throughout the next coming stage I hope to post videos that would compare the quality and effectiveness of the research into my Syrian Refugee Crisis, to what is being used from major humanitarian organisations covering this topic.
WEEK 5: First week of Research on the Syrian Refugee Crisis and Zaatari Refugee Camp. Collect journal articles, statistics and media footage from the AUT Library Databases, UNHCR, Red Cross and Amnesty International archives. I would like to improve my skills in research so this week I intend to learn how to conduct research extensively in an academic manner. Reference and format all sources in APA 6th Edition.
WEEK 6: Second week of Research on proposed topic. Collect visuals and images for still frames on presentation. Gather final sources for my presentation’s narration (10 minute dialogue)’. Compile a “storyboard” for the presentation format and dialogue which will be used in video. This will be my first approach to storyboard writing. During the process it will allow me to improve my skills in writing and in doing so would hopefully assist in my confidence in strong verbal communication (dialogue). As part of my research I hope gather information on guidelines that will assist me in making an effective and video presentation in a campaign like manner..
WEEK 7: Third and final week for research and storyboard formation. Construct a storyboard and dialogue which would last at least 10 minutes. Reference correctly all sources used, using APA 6th Edition. Develop the skill to think creatively with strong writing skills for a narration and learn how to write a story board that would captivate an audience. Start on the construction of the video presentation using YouTube.
WEEK 8: Construct a video on YouTube. This is my first time making a video on YouTube, so during this process I will learn how to construct a video and start compiling the research for my video presentation onto Youtube. This will follow the formation and direction of the storyboard. The storyboard will follow the guidelines of an effective and captivating presentation. Practice voice over and edit dialogue where necessary be sure that it follows a ‘campaign’ like structure.
WEEK 9: Final edit on research formatted for the video presentation so that it follows the dialogue. Start on voice over for the video. I am not a confident speaker so during this stage of my project I will look into examples of what good public speakers would sound like. At this stage I hope to develop a skill in strong verbal communication. Read aloud dialogue and apply as voice over, follow guidelines for an effective and captivating presentation/campaign.
WEEK 10: Apply final voice over to video presentation follow guidelines and techniques given by professional public speakers. Follow presentation guidelines and techniques. Develop media skills on editing a video ie voice over and visuals match up, music is edited in timely manner, visual and still images pan out of the frame nicely to a high standard.
WEEK 11: Final editing process for voice over and video. Checklist on audio and video presentation – using guidelines – does it meet the requirements. My final video presentation should be at least 9 minutes. Conduct final draft for referencing post – be sure to carefully cite and reference all sources used in the video.
WEEK 12: Final editing for video presentation. By then the private video presentation would be ready to post onto social media sties such as Youtube, Google+ and Facebook, before the end of week 12.
I am an AUT student studying towards a conjoint degree in International Business and International Studies. I am currently in my third year and hope to build a career in the field of Humanitarian work. I would like to develop strong research and writing skill’s in the area of campaign’s, advocacy and communicating humanitarian issues. During the next 8 week’s I will construct an 8-10 minute presentation focusing on a particular humanitarian issue, that being the Syrian Refugee Crisis and the Zaatari Refugee Camp where many of the displaced have been temporarily settled. This video presentation will help me develop the ability and skill to campaign for a humanitarian issue in the digitalized world of social media. I hope to captivate my audience with my message and by using creative methods with my video presentation.
Over the course of my study I intend to use YouTube in order to construct my presentation, and in doing so, I will garner the skills required to form and edit my video presentation. I also intend on conducting extensive research utilizing AUT’s Library Databases for collecting journal articles and statistics from organizations such as United Nations High Commissioner for Refugees (UNHCR), Red Cross, and Amnesty International. In doing so I hope to develop and improve my research skills. Creating a presentation using YouTube will require the construction of dialogue used for my narration in the video, this will require me to construct a storyboard which I hope to learn during the process and improve my writing skills. A skill which I hope to improve significantly is my ability to carefully reference my sources and reflect on the information gathered, so that my project does not become a collection of “cut and paste” material for the next 8 weeks.
At the end of the 8 weeks I intend to present my private video presentation using social media sites such as YouTube, Google+ and Facebook. This will demonstrate my knowledge of social media sphere and language used to garner public attention.
An ePortfolio (electronic portfolio) is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio. (Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios” (2006), page 2.)
An ePortfolio is not a specific software package, but more a combination of process (a series of activities) and product (the end result of the ePortfolio process). Presentation portfolios can be created using a variety of tools, both computer desktop tools and online (Barrett, 2000; Barrett, 2004-2008). Most commercial ePortfolio tools are focused on the product (right-hand) side of the diagram below, although some open source tools contain some of the Web 2.0-type tools that enhance the process (left-hand) side of the diagram, such as blogs, social networking, and RSS feeds.
The real value of an e-portfolio is in the reflection and learning that is documented therein, not just the collection of work.
” The overarching purpose of portfolios is to create a sense of personal ownership over one’s accomplishments, because ownership engenders feelings of pride, responsibility, and dedication.” (p.10) – Paris & Ayres.(1994) .
” The e-portfolio is the central .and common point for the student experience. It is a reflection of the student as a person undergoing continuous personal development, .not just a store of evidence.”.. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008)
As stated by Lorenzo & Ittelson (2005) when describing the many uses of e-portfolio’s, three broad categories emerge: student e-portfolio’s, teaching e-portfolio’s and institutional e-portfolio’s. During this i-Reflect paper the platform we will be undertaking will be a student e-portfolio.
“A student e-portfolio can be used to showcase accomplishments. I t may be shared with a prospective employer or used to document specific learning outcomes in a course and can include description, rationale and discussion of digitalized artifacts, resulting in a powerful tool for representation, reflection and revision (Lorenzo & Ittelson, para. 7, 2005)”.
Whitehead and Mason in their Study Skills for Students (2003) suggest some activities a student might engage in to achieve more
effective reflective practice.
-awareness by taking time to consider and understand
your own thoughts and actions
-reflect on critical events on a regular basis, so that it becomes
integral to your thinking
-practice new clinical skills and apply methods of reflection to
develop your leaning experience
-spend time with your mentor to work towards learning being a joint
-gain new knowledge of reflective practice through reading,
attending seminar and conferences
-learn from feedback from supervisor
-address particular challenges which may arise through discussions
-discuss informally the experiences of reflective practice with fellow
So the basic skill involved in reflection is to develop self awareness based on attending to feelings and attitudes by dealing with negative feelings and building on the positive, this is a cyclical process.
What do we mean by reflection in an educational sense? Jennifer Moon (1999) maintains:
‘The act of reflecting is one which causes us to make sense of what we’ve learned, why we learned it, and how that particular increment of learning took place. Moreover, reflection is about linking one increment of learning to the wider perspective of learning – heading towards seeing the bigger picture.’
Reflection helps raise our awareness of ourselves as learners and to see that we can direct and change our learning. Biggs takes this one step further and points out: ‘A reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what might be, an improvement on the original.’ (Biggs, 1999). In other words reflection is not simply about acknowledging who we are and what went wrong but who we might become. It is a transformational process.
Laurillard (1993) draws a distinction between mediated learning (aided by a teacher) and non-mediated learning (experiential). Reflection can help to supplement mediated learning by helping the individual to make connections between the theory and constructs they have learnt formally . If we take driving a car as an example, the driver becomes more accomplished if she can make a connection between the learning theory and highway code mediated by the driving instructor and the process of changing gear, steering and road awareness. Reflection can also enhance un-mediated learning by providing a structure and framework by which the individual can ‘unpack’ an experience and consider the implications of what has happened
Biggs, J and Collis, K (1982) Evaluating the Quality of Learning: the SOLO Taxonomy, (New York: Academic Press)
Biggs, J (1999) Teaching for quality learning at university (Buckingham: Open University Press)
Laurillard, D (1993) Rethinking university teaching: a framework for the effective use of educational technology (London: Routledge)
Moon, J (1999a) Reflection in Learning and Professional Development, Theory and Practice (London: Kogan Page)
Roger Schank (1991) points out the importance of stories in learning, that recalling and creating stories are part of learning. In fact, stories engage all parts of the brain; Zull points out that learning is deepest when it engages the most parts of the brain. Jennifer Moon, the most recent researcher on reflective practice, provides the following definition:
According to Fook-Askeland (2007) process of reflection helps us to develop our understanding more deeply and to make our intuitive knowledge shareable with others. It provides the opportunity to step back and take a look at what our work means to us and our communities. We reflect on our work, so that we can recognize our own intuitive understandings, develop them further, and explore new directions?
“Every once in a while, encourage yourself and others to take a moment to reflect and make explicit what you have discovered in your work. Share this with others. Ask questions to understand experiences that you may have overlooked in your day-to-day work. By reflecting we can grow and develop our understanding more deeply, so that our work continues to improve the next time we roll through the design process (Fook-Askeland, pp. 8., 2007)”.
Fook, J. & Askeland. G. A. (2007). Challenges of Critical Reflection ‘Nothing Ventured, Nothing Gained’. Social Work Education. Routledge
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Schank, R. (1991) Tell Me a Story: A New Look at Real and Artificial Memory. Atheneum