Transformative Teaching

Abstract

A television studio in a higher education context is a simulation of a working studio environment. Groups of students work together in a complex technical facility in a wide variety of roles. They work collaboratively to apply a collective creative vision in producing television programmes planned in advance, using the studio equipment in a professional manner. They create set, lighting, script, running orders, and risk assessments. They are often assessed as a group, sometimes with individual adjustments, and are usually assessed on both the quality of the final show and the working practices that they demonstrate through the course of the production. Through the lens of Pragmatism, and using Design Based Research as my methodology, my doctoral research investigates the potential applications and benefits of using Simulation Technology to enhance and supplement current teaching and learning in a Higher Education Television Studio Context, as well as enhance the student experience. By narrowing down the potential means of enhancing the university experience, and focussing on one role within the studio, the medium of technology enhanced learning has presented itself as the most realistic and effective way forward. The potential for Simulation technology in the form of Virtual environments or Software applications that does not replace the live studio experience but supplements it with different aspects of that professional role is enormous, especially in light of the need for more technology enhanced learning in the past few years. The key to this research is the students and their experience. The Pragmatic epistemological approach to the project ensures that while other significant factors become apparent, the core tenant and focus of this project is to enhance the student experience and learning.