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Posts Tagged ‘product

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.

No, not the Singaporean utterance of “truck, lah” but the creation of a truck from a Tesla car.


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The video above is an “ad” for the Truckla. It is a product in the sense that it showcases a product (the Truckla) which was itself a product of collaboration.


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The second video is a behind-the-scenes look of how the Truckla product and the “ad” were created. It is a process video.

Like most process-product videos I feature in this blog, the process videos run long while the product videos are short.

This mirrors what we see in classrooms: People tend to judge and value the products of learning because they are easier to quantify. But it is the messier and more detailed processes that provide insights into how the product came to be. If we focus on processes more, we might reward even sub-par products because we can gauge how much learners actually do.

YouTube provides a constant flow of videos that help me illustrate the importance of looking at the processes behind products.

This product is about as viral as it gets.


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The inspiration and processes behind the polished product is not as well known.


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For the neutral observer, the second video provides insights into the processes that contributed to a viral video. For an educator, the behind-the-scenes processes are just as important, if not more so, than the final product.

Here is a bonus video of Lil Nas visiting an elementary school in the USA.


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When I highlight videos that showcase products and the processes that created them, I normally have to show them in that order. This is because their creators share them that way.

I liked how one Tasty producer, Rie McClenny, opted to share them the other way around.


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Rie provided video insights into the numerous processes of a video product five days before releasing the end result. The process video was about 9 minutes long while the product video took almost 3.5 minutes.

If there is anything that educators who are interested in e-portfolios should take note it is these:

  • It is the processes that are as important — or even more important — than the final product.
  • The time spent on reviewing and reflecting on the processes should overshadow that of the product.

I can guess what happened. Some people were not happy when Niantic announced the winner of an AR photo taking contest for Pokémon Go. The salty folk might have judged the photo as underwhelming.

Thankfully a prominent PoGo player provided some insight via his tweet above.

While most people opted to take three separate photos based on three different themes, the winner connected all three by using three stages of one Pokémon and trying to tell a story.

So I repeat and rephrase what I said yesterday: The product of learning alone is not enough; the processes provide context and insights into the learning.

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.

I enjoyed Spider-Man: Into the Spider-Verse. The storyline and animation were excellent.

I did not realise just how much backstory there was even to one of the more ordinary segments of the movie. Thankfully its creators shared insights and rationales for their choices.


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Their reflection reminded me of a theme I revisit several times a year on this blog. Products are obvious, but processes that created them often are not. People see the products and not the processes, leading them to stick to their own assumptions or perspectives.

The same could be said about teaching and learning. We might focus on the products like lesson resources and grades, but conveniently forget the more important processes that drive them.

As schools here try to focus more on learning and improvements to assessment, I hope that they take advantage of an old tool that combines both — e-portfolios. I remind those that do to remember that the products showcased in portfolios should be gateways into reflections and evidence of learning processes.


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