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Posts Tagged ‘documentary

While the video below is a short documentary on chicken rice, it is also an elaborate advertisement for the iPhone 13 Pro. But that should not stop us from learning something about maintaining portfolios.

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The collaborative project resulted in a product — a short documentary. The next video provides some insights into some of the processes behind that product.

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We only get slivers of sight into how the documentary was shot. We do not have any insights on the sound design and editing, the video post production, the logistics and coordination, etc. But this does not make the second video any less valuable. We still see what we would not otherwise see.

For me, this was a reminder to teachers and students that products are not the only evidence of learning. When learning is externalised in portfolios, they must not only contain products of learning but also processes of the same. The latter should be as complete as possible, i.e., showcase what was learnt, how it was learnt, the issues the learner faced, and how they overcame those issues.

Yesterday I noted how AI might be employed to improve home-based learning in Singapore. This was announced by our Deputy Prime Minister and Finance Minister, Mr Heng Swee Kiat, at a budget speech in parliament.

Today I wonder if we will apply what YouTube already does well. As it monitors what I watch, it serves up other videos. As a result, I watched a National Geographic series of Nobel Prize documentaries. Here is what I thought were the best of the five.

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The first was about a former teacher who lost a leg due to the civil war in Sudan. He now makes artificial limbs and the documentary followed the journey of a young mother who also had a leg amputated. It was a story of hope.

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The second was about the women who lead the charge to locate and destroy improvised mines and other explosive devices left in the wake of ISIS occupation and destruction. It was a story of resilience.

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The third was about a Rohingya man who helped reunite lost children with their parents in a refugee camp in Bangladesh. It was a story of compassion.

They don’t call videos moving pictures for nothing! And the higher level of analytics that suggested it is predictive and prescriptive, not just descriptive and diagnostic.

I enjoyed the National Geographic documentary special on Singapore as a possible model for future cities.

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However, I watched with critical eyes and ears, particularly when “models” of education were highlighted around the half-hour mark of the documentary.

The overly broad claims made by the scriptwriters covered up fallacies and bias. For example, take the claims made after the segment on kindergarten children using “coding” blocks to learn.

The narrator claimed that approaches like these were “arming future generations of Singaporeans with the skills necessary for computer programming and literacy without exposing them to too much screen time”.

Neither a visitor to our shores nor a born-and-bred local should take this statement at face value. One fallacy is that kids exposed to such experiences will learn them meaningfully. Just ask a child what they remember from class a year ago. Heck, ask them what they learnt yesterday.

That claim was ludicrous when immediately followed up with: “This dynamic new approach to education is of critical importance for parents, helping to prepare their children for the workplaces of the future.”

Now I am not claiming that repeated and purposeful integration of lessons on computational thinking are not effective. I am pointing out that a) such lessons are not necessarily the norm, and b) there are far too many things that contribute to — and get in the way of — a child’s development.

A good start in early childhood education is important, but it is a stretch to claim that something a child experienced that early has a direct impact on future work.

A child’s education is long-term and multi-faceted while the future is murky. At best something learnt now might prepare a student for the next stage of schooling.

Revisit the last part of the quote: “…without exposing them to too much screen time”. The inherent bias is that screen time is bad.

But consider how students will need that screen time to experience and learn more deeply. Heck, I learnt of the documentary thanks to screen time on Twitter and then relied on screen time to watch it on YouTube.

It is what you do with screen time that matters. I wish people who have reach — like the groups that National Geographic partnered with — would stop harping on old and uncritical messages that avoid nuance. There is no point selling a city of the future if the messaging is from an irrelevant past.

Tomorrow's educational progress cannot be determined by yesterday's successful performance.

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I am looking forward to watching Werner Herzog’s documentary, Lo and Behold: Reveries of the Connected World, which premieres 19 August.

In his interview with TechCrunch, Herzog provided candid and provocative answers that offer lessons for those of us in schooling and education.

When asked whether he considered the Internet good or evil, Herzog replied that it was neutral and that it was humans that made the difference. This comes from a man who does not own a smartphone. Compared to some leaders in schooling and education that I know, his response is an enlightened one.

His thoughts on virtual reality (VR): We should not simply transfer existing methods to the medium. Again, this was a pearl of wisdom that few possess unless they realise that technology is not just about doing the same things differently. It is also about change.

His best response was what technology held for the future of the classroom. With a twinkle in his eye, Herzog simply replied that the face-to-face classroom was the best venue for releasing “criminal energy”. This is so different from how teachers see their current classrooms.


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