Liz Hartnett

JuxtaLearn WP3: reflective performance

Catcher Media

Rick Goldsmith

Nov 2013

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Work package 3: aims

1. Understand relationship

between performance and

engagement.

2. Specify reflective

performance requirements

3. Understand & orchestrate

situated filming, editing and

sharing.

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We’ve delivered

• D3.1 in-situ orchestration factors (month 9)

were identified & mapped, based on

workshops & interviews

• D3.2 performance framework (month 12)

provides requirements for performance

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Next deliverables

• D3.3 Performance specification (month 18)

• D3.4 Use case workshops (month 24)

• D3.5 Service scenario documentation (month 30)

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Performance – the process

• Development

• Pre-production

• Production

• Post-production

• Upload & screening

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Aiming to orchestrate

• Orchestration factors:

– the interplay of classroom

activities, timing and guidance

• Orchestrating a classroom or a

performance

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Roles: the orchestrator

A performance has a director, a producer, actors and an audience.

• Who directs a JuxtaLearn performance?

• Who directs the learning?

• Who produces the learning?

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How do orchestration & performance link with WP2?

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Creativity

• “Arrive at a new idea

when you need one” (Claxton, 1998)

• Juxtapose new

solutions with standard

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How does performance link with WP2?

Boundary objects“Objects that are shared and

sharable across different key

parties are boundary objects”(Carlile, 2002, Bechky, 2003, Star and

Griesemer, 1989)

• Pedagogical

palette

• Story board

• Performance

scripts

Knowledge

boundaries

• Syntactic

• Semantic

• Pragmatic

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How WP3 helps interpret

Object role JuxtaLearn objects

To transfer

knowledge

(syntactic boundary)

Pedagogical palette of threshold concepts, and storyboard

To translate

knowledge

(semantic boundary)

Storyboard and script work at the pre-production stage.

To transform

knowledge

(Pragmatic boundary)

Script but teacher intervention is required

to reduce conflict, guide students & draw

their attention to TC.

At production stage, the editing process works on the unfinished video product.

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JuxtaLearn video making is participative

Participative video making informs the

JuxtaLearn process:

students collaboratively interpret, perform,

edit & share their understanding of concepts

through video, to reflect and learn.

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Performance is dramatic play

Dramatic playing that

assumes intent to share

with an audience (Bolton, 1984).

“they have to

understand what they

are presenting to an

audience and how that

audience is going to

understand it.” (drama teacher)

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Performance is self-presentation

Performance presents the self to an audience

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Sharing performance with an audience

Performance palette• Performance options

• Technology

• Genre

• Roles

• Props

• Assets

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Take home

• The role of boundary objects in orchestrating

the JuxtaLearn performance

• The effect of performance on the audience

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Contact Catcher Media through

eLiz.Hartnett@open.ac.uk

Questions?