This document proposes designing a virtual learning environment to facilitate participatory filmmaking among IB Film Studies students globally. It identifies gaps in the current system where students cannot easily collaborate across borders. The proposed environment would use free Web 2.0 tools within a single site to connect students, house program documents, and support all stages of collaborative film production from concept to screening. Research supports how such an interactive online space could foster intercultural understanding through participatory media projects.

1. Virtual Learning Environment
for Participatory Filmmaking
Alison Mann
10x10 Design Challenge
KMD1001 P. Pennefather

2. Mind the gap: (re)designing a virtual learning environment that bridges the best
of what teachers do with what students are already doing
! “Students can no longer prepare bark to calculate problems. They
depend instead on expensive slates. What will they do when the slate is
dropped and breaks?” (Teachers' Conference USA, 1703)
"Students depend on paper too much. They no longer know how to
write on a slate without getting dust all over themselves. What will
happen when they run out of paper?" (Principals' Association Meeting, 1815)
"Students depend too much upon ink. They no longer know how to
use a knife to sharpen a pencil." (Nat. Teachers' Association, 1907)

3. A (re)think of the education model...
on a small scale
Defining the challenge:
One statement: How might I create a student-centred virtual ‘affinity space’ environment for
students to take part in the filmmaking process in collaboration with students across continents?
Why would people want this?
Closing the gap/ Presents an authentic experience that satisfies IB mission statement.
IB students can and should be working across countries. No better way to gain intercultural
understanding and respect.
Can it be integrated with an existing structure?
No need to re-invent the wheel, the tools are already exist
Audience: IB Film Students
Student

4. Bigger Picture
Intercultural Value of
“ Although technologies in formal
youth yearn to use
Understanding Collaboration varied
schooling, educational institutions
and respect Constructivist teaching & learning remain largely grounded in the
classical view of knowledge,
“
Critical Pedagogy expertise, and learning (Dede, 2007).
ect
Students
isco nn
social CE
Political Creating
re i s ad AN
IST
Collaborative
, the
Psychological
sIs ee i
S R ES t Artifacts
ER and
Interactive
A
B ARRI Filmmaking
o
due t
Involvement in
“ One reason Web 2.0
High usage of Participatory
technologies are not widely Web 2.0 Media
“ Still, ICT applications and to integrated in PreK–12
education is the lack of
“ by students
representations are largely used
automate traditional methods modelling by instructors.
Bull et al. (2008) Anytime, anywhere learning
of teaching and learning, rather than
to model complexity and express
“ “In the economy of ideas that the web
insights to others. (DEDE (2008)
is creating, you are what you share”
Leadbeater, C. (2008)

5. Context
IB Program: Quick Facts
Non-profit education foundation that began in 1968 in Geneva, Switzerland.
Uses a common Curriculum across all countries.
Total students of all ages involved in IB globally: approximately 1,062,000
Total number of countries participating in IB Program this year: 143
Secondary schools participating in Diploma Program (2012): 2,368
Total number of students in Film Studies course (2012) 1,674
IB mission statement
The International Baccalaureate aims to develop
inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world
through intercultural understanding and respect.
http://www.ibo.org/mission/

6. Context
IB Film Studies: Fast Facts
Film Studies Course was added in 2008. It is the equivalent of three academic high
school credits, 1 1/2 years long.
Three Assessments in the course:
Textual Analysis Presentation (25%)
15 Page Documentary Script (25%)
*Final Film Production Portfolio (50%)
*For the Film Production, students work in a collaborative group of five and each student
takes on a role of interest: Director, Writer, Cinematographer, Sound, Editor.
Film Studies course began to be offered last year online for the first time.
Students are connected through a school to take online course. Currently, students in the
online course collaborate with students in home school to create their film, or work
independently. There is not yet an opportunity to collaborate virtually with
students across the globe.

7. What research says:
“The field of education also needs design-based research that
seeks to develop Web 2.0 infused environments based on learning
theories and concomitantly to test and evolve theory and design
across multiple iterations.”
(Barab, 2006)
“Taken together, the interconnections, creative capabilities, and
interactivity of Web 2.0 offer learners initiation into a Web-based
“participatory culture” that has “low barriers to artistic expression
and civic engagement, strong support for creating and sharing one’s
digital productions” and a sense of social connection.
(Greenhow et al. p. 249)

8. Knowledge Map

9. Currently: KMD Design Challenge:
IB Teachers: Design a prototype for and all in ONE site for
visit IBO site for updated program information both students and teachers that:
visit Curriculum Centre to connect with other uses and updates free web 2.0 tools as
teachers in the field (not a space for students ) modules within the site
search online teacher blogs for ideas and to houses all necessary documents for IB Program
connect with teachers
a meeting place (moderated by teachers) for
visit Ontario Curriculum site to satisfy students to ‘search’ for and connect with film
expectations partners who are searchable by role or theme
do random searches on teacher created sites/ is a space for students to actively collaborate
blogs for ideas and inspiration for programming on participatory films (and works in other
subject areas)
have little to no opportunities to complete online
courses AND collaborate with other students Not necessarily a need to recreate all of this,
globally Canvas (Instructure) has developed outstanding
tools and it’s free!

10. Stages in Filmmaking Process using virtual environment
Students use virtual learning ie: students can
post their scripts in search of
environment to ‘seek’ out peers for
a team, cinematographers and
filmmaking assessment editors can promo their work
in a demo reel)
Once a team is made, students
register their names and IB numbers
with online teacher. Participatory
student film in
Ongoing process work is moderated
by online teacher who facilitates, progress
provides benchmarks and deadlines
All 5 members Students utilize virtual learning
collaborate on theme and
concept for film. Writer, director and environment site to collaborate using
cinematographer meet to develop story and Web 2.0 tools: eg:Mind nodes, Celt-x
build storyboard. Sound artist begins to
develop soundscape.Cinematographer is in
touch with director through process to share Students share stages of work online
dailies. Editor begins rough cuts of and with other collaborate groups for
footage and shares with sound
artist.
critique

11. Design Thinking for Teachers
Stages to be followed

12. Works Cited
Dede, C. (2007). Reinventing the Role of Information and Communications Technologies in Education. Yearbook of the
National Society for the Study of Education. Volume 106 (2),11–38.
Design Thinking for Educators Toolkit, April 2011
http://designthinkingforeducators.com/
Accessed on October 4, 2012
Franklin, U. M. (2009) Educating at the Interface of Biosphere and Bitsphere, in Why Do We Educate? Renewing the
Conversation, Volume One (eds D. L. Coulter and J. R. Wiens), Blackwell Publishing Ltd., Oxford, UK
Greenhow et al. (2009). Learning, Teaching and Scholarship in a Digital Age. Educational Researcher 38:246. http://
edr.sagepub.com/content/38/4/246
http://store.ibo.org/product_info.php?products_id=1124 Accessed on November 4, 2012
Leadbeater, C. (2008) ‘We-think: the power of mass creativity’ London, Profile
Rheingold, H. (2008). Using Participatory Media and Public Voice to Encourage Civic Engagement. Civic Life Online:
Learning How Digital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T. MacArthur
Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press.
Sherblom, John C. (2010) 'The computer-mediated communication (CMC) classroom: a challenge of medium,
presence, interaction, identity, and relationship', Communication Education, 59: 4, 497 — 523
WEB 2.0 tools used and mentioned in this presentation: Mindnodes Lite, Canvas (Instructure), Pixlr Express, Celt-x