The person that learns most from an educational television programme is...
the person that makes it!

The process of refining the original idea, of carrying out the research, of speaking to possible contributors in order to evaluate the outline script, and finally the production process of shooting and editing the material require very high levels of cognitive skill. However the process of watching the resultant programme can be a very passive process. Therefore the student is more likely to acquire the relevant skills and knowledge if they are involved in creating content, not merely consuming it.

The situation is similar when we consider the use of computers. Ten years ago, Jonassen (Technology as Cognitive Tools: Learners as Designers, 1994) argued that computers were best used as cognitive learning tools, rather than instructional media, and that therefore we should 'take the tools away from the instructional designers and give them to the learners...'

Imagine enhancing a field trip or a drama workshop by letting the students create their own audio interviews and recordings, which they can then edit on the computer. To extend this idea and create an Internet radio station, making the students' work more widely available, is not difficult.

To become an effective learner it is essential to develop the skills of communication and collaboration. Online collaborative communication, where a group of students (or equally a group of teachers) have a private space to discuss, reflect and debate, can stimulate the teaching and learning process as well as enhance CPD. Changes in organisational culture have put an increased emphasis on teamwork. Individuals need to be able to think creatively, solve problems, and communicate findings, whilst making decisions within the teams.

It is the belief of Digitalsavvy that the development of critical thinking, communication skills and teamwork are significant and worthwhile goals, and an absolute in the learning to learn process. Moreover, the fun inherent in the process of digital creativity within a media-rich environment engages all styles and levels of learning, promotes diversity and supports social inclusion. We believe we know what the 'classroom of the future' should hold, and we can help you to achieve it.

The recent Pilot Project by Becta showed that the use of Digital Video (DV) in the classroom can

1) increase pupil engagement with the curriculum
2) promote and develop a range of learning styles
3) stimulate and support the development of other skills, such as problem solving, negotiation, thinking, reasoning and risk-taking

There is widespread evidence from the pilot that using DV dramatically increases the motivation for learning and engagement of a wide range of learners, but particularly those excluded from the traditional curriculum.

Becta Digital Video Pilot Project