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Posts Tagged ‘game of thrones

The Game of Thrones series has ended, but it continues to inspire.

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This group recreated the opening title sequence largely with cardboard.

I like how the video started by showcasing the product, revealed the processes behind the product, and then juxtaposed both.

I highlight videos that feature both processes and product to highlight how educators should not forget the former when evaluating the latter. The video above provided another aspect of this consideration — get the learner to show how the two are linked.

Today I link at behind-the-scenes (BTS) documentary about Game of Thrones (GoT) with the blog entry of an educator I follow via RSS.

George Couros reflected:

I am a big believer that challenge is necessary for growth and development, but I also know how criticism is delivered and where it is delivered from matter tremendously.

I agree, but I would also focus on who a critique (not just criticism) came from and why it was offered.

A criticism is negative; a critique can be positive, negative, or both.

Who a critique comes from and why matters. I would rather hear from a fellow educator or an authority from my field about my practice or my evidence than even the most observant outsider.

That is not to say that outsiders cannot provide unexpected or serendipitous perspective. They can. But they also do not have shared language and values, and in Couros’ context of reflecting on education, who offers feedback and why they do so matters.

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The video above is a trailer for the GoT BTS documentary. It is a one-minute teaser for an almost two-hour insight into how the final season was prepared and delivered.

If social media feedback is taken at face value, then the final season of GoT was a disappointment. I say that the people who complained about the season should watch this documentary first. You cannot provide feedback on the product if you are not aware of the processes.

No show is perfect just as no teaching practice is perfect. Both are open for feedback in the form of criticism and critique. But the negative feedback on the final season of GoT seemed to come largely from armchair pundits. Many of their reasons were selfish: Self-promotion of self-proclaimed expertise, bandwagon likes on social media, calls for better entertainment.

That is the type of feedback that does not come from the right place for the right reasons. It demoralised and destroys. I have reflected before on how I believe in providing tough feedback as long as it is deserved and comes from a good place.

Who the feedback comes from and why it is offered matters.

I love behind-the-scenes videos. They provide insights into the processes behind products.

One such product was was a four-minute recap by James Cordon of 67 previous episodes of Game of Thrones before its final season.

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The delivery was one thing. It was effectively over in about four minutes. However, insights into the hard work behind it were only visible in the next video.

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What was still invisible was the development of talent for crafting the recap.

Applying this problem to education, this would require more videos and other artefacts in an e-portfolio. But this first assumes that all stakeholders (e.g., students, teachers, parents, employers, policy makers) value processes of learning as much as they do products of learning.

Ah, Sesame Street. It not only teaches kids the ABCs and the 123s, it also focuses on values.

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The most recent efforts were tie ups with two major TV series under the same HBO umbrella as Sesame StreetGame of Thrones and Westworld.

Those are not the sort of shows that kids watch, but they are part of the cultural zeitgeist that influences what kids know or make reference to.

Game of Thrones and Westworld are what their parents might watch and so the effort might be targetted at adults too. After all, it is never too late to learn more about how respect brings us together.

Here is something that will appeal to Game of Thrones (Got) fans.

Moleskin, makers of really expensive paper products, commissioned a paper-based version of the title sequence of GoT.

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Compare it with the original title sequence in 2011. Impressive, no?

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No, not as impressive until you get a glimpse into the work that went behind it.

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As I do every time I add to this irregular series on product and process, I highlight how this might apply to schooling and education.

Schooling might focus too much on the products, e.g., worksheets, homework, exams. If we are to educate our learners, they must document and reflect on their processes of learning.

Processes lead to the products, but only the latter are obvious. However, processes are just as important, and perhaps even more so. So why are we not focusing on meaningfully recording processes over time with tools like e-portfolios?

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