Reality versus authenticity : mapping the scaffolding requirements for teaching intellectual skills for working in television
McKee, Alan (2008) Reality versus authenticity : mapping the scaffolding requirements for teaching intellectual skills for working in television. Journal of Learning Design, 2(2).
A number of elements of scaffolding are identified that contribute to the operationalization of real world video production projects as authentic learning environments in which students can learn the intellectual television production skills necessary for working in the television industry. Three key elements are identified. Firstly projects must be smaller in scale than ‘expressive-art’ video production projects, to allow for staff involvement in areas of production such as working with clients, identifying audiences and preparing a number of cuts. Secondly, before students become involved, staff must clearly identify the stakeholders from the client organisation and the university, their roles and responsibilities, deadlines, resource availability, and conflict resolution procedures. Thirdly, staff must take on some level of producing responsibility on the projects.
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|Item Type:||Journal Article|
|Keywords:||Authentic learning, Scaffolding, Television|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Creative Arts Media and Communication Curriculum and Pedagogy (130201)|
|Divisions:||Current > Research Centres > ARC Centre of Excellence for Creative Industries and Innovation|
Current > QUT Faculties and Divisions > Creative Industries Faculty
Past > Disciplines > Film & Television
Past > Institutes > Institute for Creative Industries and Innovation
|Copyright Owner:||Copyright 2008 QUT|
|Deposited On:||17 Mar 2009 10:02|
|Last Modified:||29 Feb 2012 23:54|
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