Laura Phillips: How can an 'out of classroom' learning environment develop children's scientific and innovative skills?

Initial Ideas and Planning

In order to complete this task, I set out on my own journey, with help of a camera man. Initially, I got to grips with the assignment question, and began a spider diagram of all the different out of classroom learning environments that were available locally, such as the local and plentiful beaches, Gower forest school, the Dylan Thomas Centre and the Waterfront Museum. The final decision was Plantasia due to personal interest, the topic of Sustainability and the diversity of life created room for creativity and exploration.

Research

Before beginning any recording, I visited Plantasia (with a notebook) and noted down all the aspects that captivated and engaged me the most. Also, I spoke with the Education Officer about the educational opportunities Plantasia had to offer, and got to grips with how the aspects and embedment of the KS1/2 curriculum were plentiful in this environment. Furthermore, I witnessed a scientific experiment and made explicit notes and was sure to include this within my podcast. In addition, I started to formulate a structure that I would base my argument upon.

In addition, I began to gather my notes from our seminar class and get to grips with them. Whilst visiting the library at Townhill, I investigated some radical underlying themes and influences that would support my pod-cast.

Filming and Production

Upon my second visit to Plantasia, I began filming using my I-phone, in, and a helpful camera man. I began to investigate the area and get involved with any activities that were taking place such as ‘A hawk Talk (which I couldn’t capture, with regret) and also ‘The Trail Walk’ which I included. I did my best to get creative and capture many interesting scenes. Once I had gathered adequate footage, and was happy with the takes, I used I-Movie to edit and produce my Podcast. 

Key points/ issues and scientific elements

Upon filming the podcast I intended;

•  To display the context, ethos and purpose of Plantasia
• Educational opportunities, (scientific experiments, animal tours, innovative activities: art and poetry)
• Express involvement and give examples of engagement (‘The Trail Hunt’
• The benefits of outdoor learning and the developmental aspects compared to the indoor classroom. (Kinaesthetic and visual learning)
• Concept of sustainability, observation, investigation and show how the assimilation of the environment stresses this
• Provide underlying radical influences such as Montessori, Steiner, and Ralph Waldo Emerson
• Cover a variety of issues -Weather, climate, habitats and tribes and show how effective valuable resources (such as The Rainforest Hut) is at delivering educational programmes.
•         Give an informative introduction, and a useful conclusion

(450 words excluding references)

References to support points

 Council for learning Outside the Classroom (2009) Benefits of Early Years Learning Outside the Classroom. Available at http://www.lotc.org.uk/wp-content/uploads/2010/12/Benefits-for-Early-Years-LOtC-Final-5AUG09.pdf (Accessed 17th February 2015)

DFE (2013) Languages Programmes of Study: Key Stage 2. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239042/PRIMARY_national_curriculum_-_Languages.pdf  (Accessed 17th February 2015)

Institute for Outdoor Learning (2014) What are the benefits of Outdoor Learning. Available at: http://www.outdoor-learning.org/Default.aspx?tabid=213 (Accessed 16^th February 2015)

Montessori, M (2010) Montessori Approach to Assessment and Learning. Available at: http://www.barrenjoeymontessori.com.au/downloads/MAF-Montessori-approach-to-assessment-and-reporting.pdf (Accessed 17th February 2015)

Mooney, C, G (2000) Theories of Childhood: an introduction to Dewey, Montessorri, Erikson, Piaget and Vygotsky. Redleaf Press: St. Paul

Obe, W. H., Qualter, A. and Harlen, W. (2009) The Teaching of Science in Primary Schools. 5th edn. United Kingdom: David Fulton Publishers Ltd.

Plantasia (2014) Climate Zones. Available at, http://www.swansea.gov.uk/article/2167/Climate-Zones (Accessed 16th February 2015)

 Plantasia (2014) The Rainforest Hut. Available at: http://www.swansea.gov.uk/article/2160/Rainforest-Hut (Accessed 16th February 2015)

Sanderson Beck (1996) Emersons Philosophy of Education. Available at: http://www.san.beck.org/Emerson.html (Accessed 19^th January)

Steiner, R (2011) The Outline of Occult Science. CreateSpace Independent Publishing Platform.

The Guardian (2012) Outdoor Learning is in a Class of its own. Available at: http://www.theguardian.com/teacher-network/2012/dec/04/outdoor-learning-school-activities (Accessed 16^th February 2015)

Welsh Government (2014) Education for Sustainable Development. Available at: http://wales.gov.uk/topics/educationandskills/allsectorpolicies/europeanandinternational/sustainabledevelop/?lang=en (Accessed 19^th January)

Peer Evaluation: Rhian "Solution no Pollution"

Having watched all of my classmates animations, I decided to evaluate Rhian's 'Solution no Pollution'

Firstly, I can see that her catchy title justified the whole animation, though without it, the powerful meaning was still portrayed through all the other aspects. The use of sound effects were outstanding against the Ed Sheeran number, creating a perfect balance rather than overpowering. 

Her simplicity of using paper is deceiving. The calculation, technical precision, timing and creativity of the piece showed upmost skill.

Even though this is commonly expressed issue, I feel that Rhian's animation, through talent and patience, was freshly unique and by no means amateur. 

My only criticism is that it could have been a little longer, with a change of scenery. 

My favourite animation of the morning.

Visit Rhian's Blog

Reflective Considerations: Self Evaluating the Process

Initial Ideas

As part of our assignment for this element of Education Studies, we were given the task of making an engaging animation of our choice, that sent a clear message of a contemporary issue to the viewer.

Initially, I started to research the different avenues and processes that are involved when making an animation. I experimented with both Audacity, Zu3D and Apple's 'Stop Motion' to get a feel of how these programmes operated. Alongside this experimentation, I spent time on YouTube researching already made animations to see what sort of issues were effectively demonstrated through animation. 

The below video is the result of my experimentation.

The above animation was my attempt at portraying the Bible's 'Good Samaritan' using lego figures and a Pepper Pig toy. During this experimental phase, I learnt quite a bit about camera angles, lighting and even the editing process. However,  Sam White contacted me shortly after and after sharing our ideas, we decided to collaborate therefore I scrapped the notion of Lego.

After my initial research gathering inspiration and ideas from the Internet, I decided to create a spider diagram of the different contemporary issues (old and new) and also the various methods of animation.

Here is the spider-diagram;

After this planning we decided to take the concept of Globalisation and Global Conflict and Resolution, and attempt to  display this using the stop-motion animation technique. From the word go, Sam had this idea of using little plasticine balls that would conflict with one another, and then eventually merge together to form Planet Earth.  

We found that using symbolic balls as apposed to people or animals were a lot more efficient as we only had to worry about keeping them in shape.







Storyboard and Context

Intro- Creative scrunched up ball that rolls in and displays the title

Beginning - The blue ball and the green ball take it in turns to collide with one another, like an old Charlie Chaplin comedy. They bounce off one another and flatten each other. Ideas emerged of sound effects that would include; giggling, oi!, ouch! very much like the old 90's game Worms.

Middle - Introduction of two 'armies' that confront and eventually collide in a Roman fashion. Two of the balls would stick together. Ideas emerged of incorporating famous speeches such as Winston Churchill's 'Fight them on the beaches' before the battle. 

End - Conflict Resolution as all the balls realise two specific blue and green balls are stuck together. All the balls pile upon each other and make up Planet Earth. Surrender flags (also from the game Worms) appear from the planet to show Peace and Realisation. 





Production: Methods and Complications

The filming and production of our Animation took place on a Friday, at Sam's house. We spent time experimenting with different locations around his home such as the Kitchen work top, a wooden floor and finally Sam's desk. Firstly, we gathered our materials which included;

• Blue and Green Plasticine
• Cutting equipment, chopping board and a knife
• Apple Mobile device fitted with 'Stop Motion'
• Several Lamps
• Memory Sticks and Paper Clips that were later used as markers
• A wooden box, with masking taped chop sticks as a prop. (Note: Getting the right angle, and maintaining stability was a major issue, though finally overcome this issue) Initially, I proposed that we film the animation directly from above, although this would have given us less space to work with. So Sam suggested that we shoot from an outside angle to gain more of a perspective.

Image 1 (The Above Angle)

                               

                                                       Image 2: The side on angle that we chose

Whilst shooting we encountered many issues that definitely developed our team work, communication, patience and problem solving. The camera would not stay upon our home made tripod so we ended up using plasticine (the only material we had) which solved the problem as the balls were more stationary.

The frustrating issue of Light

Lighting our set caused quite a bit of frustration. As we were filming over a number of hours, we forgot to draw the curtains, which diminished the light over time. Also, my device had an automatic white balance on it, which changed the whole scene when we incorporated our white flags.

Editing Process

The next day, Sam and I met to complete the editing process which took a good few hours. The process of uploading the finished stop motion video from my phone to my MacBook (for further editing) was tiresome. I had to delete several gigabytes of data off my phone so that I could process all of the photos. The beauty of the MacBook using the programme 'iMovie' was that we could add effects; change speeds; change lighting; add sound effects and cut our any errors.

Audio Choice Process

Originally, we had planned to use many sound effects within our animation, however after a few hours of experimentation, decided against it. We found it difficult to add consistancy with our sound effects and also felt that it took away the impact of the meaning we were trying to articulate. In the end, we found a Jack Johnson number, which was perfect for the dynamic and pace of the final product.

The Final Edit

Enjoy.

BETT: London Conference

The BETT conference is a yearly event that gives companies the opportunity to market their own educational products. Having attended before, I was excited and inspired by all the innovations.

Both large companies such as Apple and Samsung, and smaller companies such as the makers of Zu3d were at the event, marketing their latest creative equipment. 

Grabe and Grabe (2001) give five roles of technology in learning:

• as tools to support construction of knowledge
  
• as information vehicles for exploring knowledge to support learning-by-constructing
  
• as a context to support learning by doing
  
• as a social medium to support learning by conversing
  
• as an intellectual partner to support learning-by-reflecting
  

Animation for Learning

Animation is considered to be “series of frames so each frame appears as an alternation of the previous one” which trick the mind into believing that an inanimate object is in fact, animate. 

As animation has taken flight, the opportunity for learning is greater. This is mainly because they are diverse and transferable, in other words, they can be used anywhere and understood by anyone despite age or even language. The use of sound can project meaning making the animation universal.

The symbolic nature of Animations can help viewers understand more complex issues and concepts as it gives a different perspective. However, Ainsworth and Van Labeke (2004) criticise and suggest that 'animations are a specific type of dynamic representation and that the term animation should not be used to refer to all forms of dynamic representation'.

As a tool for learning , Animations can engage cognitive, motor and perceptual skills, and can reduce the amount of cognitive effort required to learn and take in concepts. Because of its transient nature, the learner is more likely to memorise the information or issue portrayed.

As seen in our seminars, programmes such as Zu3d are incredibly child friendly cheap and accessible which promote creativity, patience and cognitive strength. 

To clarify, Animation and Learning are beneficial because;

• Improves Memory
• Engages and uses less cognitive power
• More chance of motivation
• Universal and easy to create and partake

How do animations influence learning?

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A history of the Zeotrope

Animation does not have to be restricted to the boundaries of a camera. Pre-camera animations are often known as Camera-less Animations

During this session we discussed stop motion and engaged with a few ourselves. We ended up making a Zeotrope which I forgot to document! However, the purpose was to evaluate the types of skills that were used and improved upon during the process.

The 'Zoetrope' has its origins in the Victorian era. There are many types such as linear, cylindrical and 3D. A linear Zeotrope has a solid, full coloured screen with slits in it. Behind each slit is an image. As the display moves, the images come to life. 

A History of Stop Motion Animation

Animation can be defined as 'the technique of photographing successive drawings or positions of puppets or models to create an illusion of movement when the film is shown as a sequence' The beauty animating is that its both fun and engaging and can add a new dimension to learning.

 The project 'Teach IT' state that using animation can assist children to both interact and learn.



The very idea of Animation is a recent concept that can be dated back to 1824 when Peter Roget presented his paper 'The persistence of vision with regard to moving objects' to the British Royal Society. This inspired other animators on their journeys of what they have become today.

We learn best and most when we enjoy what they are doing. Using animation 

as a tool to encourage and develop understanding is not only fun but effective.

Using animation can develop skills and competencies in:

• Story telling
• Visual communication
• Cognition, emotional, ethic and aesthetic aspects
• Observation and sensory aspects
• Concentration
• Problem-solving and innovative aspects

Upon discussion in our seminar with Mandy Peace, it is evident that out of our class of about 15, peoples notions of stop-motion animation is very different dependant on the age differences. Some people mentioned the classic 'Morph' from 1977 and Wallace and Gromit and others stated more recent animations such as Coraline, Corps Bride and my personal favourite and last watched, Chicken Run.

There are many advantages to stop-motion animation, the greatest being magically bringing to life inanimate objects. Jot Reyes states that Animations, when done correctly, offer the reach and deep emotional engagement with audiences that only a multi sensory approach can provide. Also the cost of making stop motion is minimal, and its accessible to both old and young.




The disadvantages of animations  are that they are heavily time consuming. A few mere minutes of screen can take around 500 frames. The editing process afterwards can also be frustrating. 








References

Reyes, J (2014) The advantages and disadvantages of stop motion animations. Available at http://www.quora.com/What-are-the-advantages-and-disadvantages-of-explaining-topics-with-animations-and-animated-infographics

Teach IT (2014) Pros and Cons of Animation. Available at, http://www.teach-ict.com/gcse_new/software/animation/miniweb/pg10.htm