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Zest in Media Studies

I am writing this to share some of the new developments in modern technology that help enhance teaching and learning and thereby adding ‘Zest’ to media studies lessons.

I am currently using the alternative English subtitle track available via the main menu on most DVD’s to enhance and encourage literacy in media lessons. This ensures that students read as they watch films improving both spelling and accuracy of note taking.
Another useful function available on many DVD menus is the alternative audio track known as a ‘Director’s Commentary’ which enhances students understanding of film making and film language.
An example of this is Ridley Scott’s audio commentary for the film Gladiator where he takes the viewer through a scene by scene analysis of the film making process. The students are then able to take relevant notes while watching the film enabling them to complete a GCSE controlled assessment assignment on film language.
Blu Ray technology has further pushed the boundaries of technology in the classroom for students by enabling the viewing of films in high definition (when set up with a compatible HD television)
High Definition and in the near future Ultra High Definition enable the use of picture in picture(PIP) technology when watching a film in the classroom. This effectively means an extra smaller screen on the TV running simultaneously but separately in conjunction with the main screen. This facilitates direct storyboard planning to finished film comparison as well as enabling students to watch an old classic film on the small screen while simultaneously watching and comparing the modern remake on the big screen(or visa versa).
The DVD and Blu Ray of Titanic has branching digital learning pods which open up during key moments in the film highlighting the production process.

I hope this gives an insight on what it is now possible to do using recent advancements in HD digital disc technology.
Chrys Perera
Head Of Media Studies

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Safer Internet Day 5th February 2013

Students participate in e-safety learning for safer internet use.

See below for presentation with advice and tips as shown to our students in a week of assemblies.

Prepared by Ken Joyce

Head of ICT and Business Studies


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Zondle for Zest

Computer/video games have no place in education. Or do they?

For the past year students in my upper school lessons have been using the Zondle service to support their learning.

What is Zondle?

Zondle can be summarised as a web-based platform that allows students to learn/check their understanding through playing games. Zondle engages my students really well and the fantastic mobile app means many of my students can use the service whilst commuting or sitting in front of the TV. It takes learning out of the classroom into a fun addictive portable format.

Zondle works by allowing teachers to create question sets which are then transformed into an interactive activity. When students log on they are able to see what topic(s) they have been set and are then presented with a vast range of games which incorporate the question set. Activities available include the very popular penalty shoot-out  egg catching in battery chickens through to pizza baking.

Gameplay tends be addictive as the system makes good use of gamification techniques such as collecting Zollars. Students can also see the progress of their classmates which motivates them further to be the best.

As a teacher I am able to access an automatically created mark book which enables me to monitor progress of students and identify areas for intervention. I am also able to add some challenge into activities by declaring my high score on different games – this seems to really motivate them to beat me. Of course in the process of playing the games they have to answer questions correctly and are therefore re-enforcing what they have learnt and hopefully developing their memory of the concepts.

Developing Zondle further

At the end of the Autumn term, one of my classes was set the task to create multiple choice questions for Zondle. There were some teething problems at the time but I would like to do this again. In allowing students themselves to author the questions, they are able to demonstrate higher order thinking along Bloom’s taxonomy whilst also being given a platform to share their work across the Zondle community.

Images of Zondle in action

Example games to try:

Play a 5 question example of Battery Chickens

Play a 5 question example of Designa Pizza

Play a 5 question example using Penalty Shootout

Next steps

I am convinced that there is a place for games in education and as a result, over the next 2 terms students in my upper school lessons will benefit from:

  • Lessons making use of Zondle Team Play  (Whole class learning based on neuroscience)
  • Trial run MinecraftEdu to further assess the usefulness of game based learning for our students.
  • Audit the access our students have to internet connected devices using the YOTS service in order to best inform how we can best support their needs

Written by Mr Hussain (@rvhshussain)

Follow the blog to keep updated on T&L at RVHS. (@rvhstl)