It was useful being able to put some of our queries to Paige this morning. I think it emerged that we don't have to be bound by the story board - we can incorporate changes and improvements as we go along. The process we are going through is the key part of the programme, not the quality of the final product. Next time :
- we should consider whether we have made the project too meaty (too many weeks and learning objectives)
- we might think more about what pedagogy we were advocating, to avoid implying that a teacher-led approach is appropriate
- we should perhaps have said something about how we and the teachers we are training,should cater for different student background, age etc
- would we want to be less general in our input to the trainee teachers and suggest specific media? Or would that be too constraining?
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I do agree that our current storyboard is very meaty - and 'less is more' - I think we should feel OK with pruning and focusing at this stage if we want to.
On pedagogy, your blog post is so useful - the fact that the pedagogical intent is not clear is a good learning point because some of us discussed this pedagogy point explicitly already, but I think this was on one of the calls you couldn't join - it makes me realise the importance of updating team members on key issues discussed, so that everyone can join the debate and input.
FYI, I had initially thought we should move from a behaviourist pedagogy to a constructivist pedagogy (spoonfeed principles of storytelling and key digital literacies initially, so that learners could then evolve to creating stories themselves) - but Asanka gave a nice challenge to this on our last call by pointing out that there are opportunities for student-centred learning early on - e.g. by having learners search for examples of great stories rather than spoonfeeding them.
So - I think (and I'm just offering a personal view) that we should have a default 'constructivist' pedagogy wherever possible, just recognise that in the early stages there may be a value in pointing learners to good examples and telling them the basics of how to use certain tools.
Put another way - and I think this gells with other things you have written - we should be seeking to make the learning as student-centred as possible.