Audiovisual Media Open Educational Resources
The case of SP-ARK: The Sally Potter Film Archive
Open Education Week 2014
Dr Sarah Atkinson
• THE GOLD DIGGERS (1983), starring Julie Christie.
• ORLANDO (1992), starring Tilda Swinton, won more than 25 international
awards.
• THE TANGO LESSON (1996), nominated for a BAFTA.
• THE MAN WHO CRIED (2000), starring Christina Ricci, Johnny Depp and
Cate Blanchett.
• YES (2004), starring Joan Allen, Simon Abkarian and Sam Neill.
• CARMEN (2007), English National Opera.
• RAGE (2009), starring Judi Dench, Jude Law and Steve Buscemi. [First ever
film to premiere on mobile phones and nominated for a Webby Award for
Best Drama in 2010].
• Ginger & Rosa (2012), starring Annette Benning, Timothy Spall, Christina
Hendricks and Elle Fanning.
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Queen Mary University of London,
BA Film Studies
[Film, Literature and Adaptation]
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Bucknell University:
BA Film Studies
[Film in the Digital Age]
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University of Southern California,
BA Multimedia Scholarship
[Digital Media Tools and Tactics]
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Columbia University:
MA Film Studies
[Film Finding: Cinephilia]
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New York University:
MA Cinema Studies
[Film History/Historiography]
Film, Literature and Adaptation Assignment
Creating your own online ‘pathway’, use SP-ARK to reflect
upon and illustrate the intertextual nature of Orlando (1928 and
1992). Assessment of this exercise will be based upon a written
account of your pathway to be submitted in hard copy and on
Blackboard.
Film in the Digital Age
Use SP-ARK to demonstrate how an online, digital archive can
re-imagine scholarship in the digital age. Find any single asset,
reference, tag or object that provides a new way of thinking
about Orlando. Build a pathway that explores your discovery.
Any discussion of ‘adaptation’ is forbidden.
• To actually see these primary materials, it’s such a
unique experience, because I’ve never had a chance to
actually see a director’s notes on their first ideas of a
film.
• I think we just got really excited actually, […], because
we were like, look at this, did you know that this was
supposed to be in there, and all of a sudden we had all
these new understandings of the film and we were kind
of interpreting the film on our own.
• I just like that you found overlap a lot easier, whereas if
you’re looking at things physically, it would take a lot of
effort to actually find how everything overlapped.
The key benefits of SP-ARK as an OER:
•The openness of the resource allowed a valued access to
previously unseen and inaccessible materials;
•Both staff and students embraced the opportunity to work
visually and intuitively with these materials;
•SP-ARK facilitated a sense of empowerment, a deeper
engagement and understanding of the archival materials and
the surrounding subject area through being able to crossreference and directly compare source materials with archival
materials;
•A social learning model was facilitated through the Pathway’s
infrastructure, which stimulated the open sharing of ideas and
practices.
HEA/JISC Open Educational Resources case
study: pedagogical development from OER
practice
Film and audio-visual media OER: the case of
SP-ARK, the Sally Potter film archive
http://www.heacademy.ac.uk/assets/documents/oer/OER_CS_Sarah_Atki
nson_Film_and_audio_visual_media.pdf
Future Developments
• DEEP FILM Access Project (AHRC) 2014-2015
(Digital Transformations in the Arts and Humanities: Big Data)
Living, Live Archives, Process
Sarah Atkinson
s.a.atkinson@brighton.ac.uk
@drsarahatkinson
www.sp-ark.org
Deep Film Access Project:
http://arts.brighton.ac.uk/projects/deep-film-access-project-dfap
Digital Practice & Pedagogy
#mjm22
Delivering an online module based on
open educational practice.
Adam Bailey
Background
• HEA Digital literacies in the disciplines.
http://www.heacademy.ac.uk/digital-literacies
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Art, Design and Media subject area.
Stand alone module.
Embed digital practice & pedagogy.
All work made available as OERs.
Pilot module – MA Creative Media.
“To start, press any key.
Where’s the ANY key!”
Homer Simpson, The Simpsons
Any key on keyboard, Fikcyjny Klawisz, 2006, http://commons.wikimedia.org/wiki/File:Keyboardanykey.jpg
Open scholarship
Pedagogy of abundance, Weller (2009).
“The web of the future isn’t
about visiting sites, it’s about
connecting resources.”
Stephen Downes (2009).
Image: Neuron connection pattern, Patrick Hoesly http://www.flickr.com/photos/zooboing/4743616313/
Module Aims
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Raise levels of digital literacy.
Introduce a range of technologies.
Understanding and critical awareness.
Working knowledge of principles, practices
and techniques.
• Discuss emerging pedagogies.
• Design and create online content.
• Educational and disciplinary contexts.
Weekly topics
1. Introduction to the module.
2. Social media & online identity.
3. Concepts in e-learning.
4. Open educational resources.
5. Building learning objects.
6. IPR, copyright & Accessibility.
7. Digital media.
8. Communication tools.
9. Collaboration tools.
10. Gamification, Assessment & feedback.
Assessment
1. OER Portfolio (60%)
• Produce an OER.
– Educate others about specific digital tool or practice.
– Creative and interactive.
– Demonstrate critical understanding.
2. Critical reflective writing (40%)
• Write regular blog posts.
– Clearly address their experiences.
– Reflect on what they’ve learnt.
– Demonstrate development of understanding.
Image by Weesam2010. Country Road, Sussex, UK
On Ditchling Beacon looking east. http://www.flickr.com/photos/weesam/5668918339
http://bit.ly/mjm22-blog
Twitter #mjm22
• #mjm22 tweets
• MOOC half hour
http://bit.ly/mjm22-mindmap
http://bit.ly/mjm22-tanya
http://bit.ly/mjm22-max
http://bit.ly/mjm22-ben
“Having always considered myself to be fairly digitally
literate …, the module opened up what this means in
practice and thoroughly challenged this belief.
Now, my digital literacy also means, how easily I
integrate and assimilate new technology into everyday
behaviour and pedagogical practice.”
“I had described my own digital footprint as shallow and
poorly defined… if this has changed it is largely due to
the work I’ve now produced for the OER. I’ve created
twelve video tutorials, which are uploaded on to my
YouTube channel.”
“However, the main idea I shall take with me is one of
openness, of collaboration across networks, of sharing
ideas and resources so that all our lives, both
professionally and socially, can be enriched and
improved through that interaction.”
“Defining digital literacy as a premise for my OER has
helped me examine my progress in this module; not only
have my digital skills and knowledge of tools grown, but
also, as often happens with increased fluency, my
enjoyment.”
“In my youth, a helium filled party balloon represented
a perfect opportunity to attach a note to it… I hoped
that it would travel for miles and I would make contact
with someone far away.
You could say that the internet is like a virtual balloon
race carrying our messages (and ourselves) into the
ether, not at the mercy of nature or physics, and with a
much stronger chance of reaching someone.
If you don’t send any balloons out there you’re not in
the race!”
Impact
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Different way of working.
Catalyst for change.
Personalisation.
Authentic.
Enhanced engagement.
Increased collaboration & interaction.
Flexible & inclusive.
Adam Bailey
a.r.g.bailey@brighton.ac.uk
@adamrgb
Digital practice and pedagogy blog
#mjm22
http://bit.ly/mjm22-blog