The project is based on the idea to help students and teachers to teach and learn more effectively. The problem of the module Post-production is that its practical part is extremely time-consuming and it has high demand on technical equipment, and therefore it can be trained in the university laboratory only. That is why there is not enough time for theoretical preparation at school during lessons. Graphic and Multimedia Laboratory (GML) creates this project mainly for students of „Multimedia in Economic practice“. Teachers created a chain of movies with all needed theoretical lessons. Student are prompted before school workshops to have a look at the concrete videos individually and prepare for the post-production training. There is one coordinator responsible for the quality of the content and for its updating, and also coordinates work of post-production teachers’ assistants.
What was the challenge intended to be addressed? Why? What did work well? What did not work well? What have been the main achievements? How did you evaluate its success? What has been the change brought by this good practice?
Cheaper education process and its higher effectiveness, individual time and space for studying (365/7/24), possibility to have a look at difficult problems multiple times, high motivation of students to get ready for training.
What are the enabling conditions (e.g. institutional, economic, social/cultural, regulatory) that needed to be in place or played a facilitating role for the good practice to be successful?
The enabling conditions: Initial large investment covered by the project OPPA, experience with methodology and pedagogic attitude by former SEDUO cooperation (agency for online education, courses and seminaries), strong link with using of video knowledge during school workshops, cooperation of teachers.
What are the challenges, barriers or limiting factors encountered? How have they been addressed?
The challenges: to design further personalized learning environments which are both learner-driven as well as oriented towards the requirements of the world of work. There are barriers connected with know- how of teachers and their motivation to change traditional methods of teaching.
Feasibility & Sustainability
What are the elements that need to be put into place for the good practice to be sustainable (institutionally, socially, economically, etc.)? If applicable, indicate the total costs incurred for the implementation of the practice. What are the benefits compared to total costs?
Sustainability of the project: high, no extra money and personnel are needed. This individual education process reflects the needs of students, postgraduate education and informal education as well.
Replicability & Upscaling
What are the possibilities of extending the good practice more widely? What are the conditions that need to be in place for the good practice to be successfully replicated in a similar context? What are the steps that should be taken/respected to ensure that the good practice is replicated / up-scaled, but adapted to the new context?
The main problem is connected with quality of technical equipment, motivation and knowledge of teachers. There are suitable some grants and projects the university can apply for in this area.
What would have facilitated an earlier and/or bigger impact? What are the key features that should be kept in mind if this would have to be implemented again? What would you do differently if you could go back in time? What could have been done better?
A lot of experience, no basic mistakes. Recommendations: creation of manual of pedagogic aspects and methods of educational videos to enable better sustainability, thinking about webinar form of AV media as well.
Please provide some information about the context and initial situation that can help in fully understanding the action (e.g. information about the national system, applying regulations, etc.)
Program OPPA adaptability project: CZ.2..17/3.1.1.00/34129