Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This paper explores the development and impact of the author’s
TELE (Technology Enhanced Learning Environment) action
research project for individualising media practice education.
The latest iteration of different classroom methodologies being
employed to develop high-level skills in media production, the
author has combined an interactive eLearning approach with
instructional videos and, crucially, an individual feedback loop
in order to widen access to the curriculum and create a more
efficient teaching and learning environment. The focus therefore
is on student engagement and organisational efficiencies as a
result of the research.
It should be noted that there has been no funding attached to
this work, nor are there any institutional imperatives or other
stakeholder involvement in this research. This project has been
undertaken by the author as an evolutionary development of the
various methodologies developed, cognisant of the increased
technology literacy of the student cohort. The educational
benefit of bringing video instruction into the curriculum as
part of the project is examined as a creative pedagogy of direct
benefit to students rather than as a subliminal marketing tool that
other systems are often used for.
Over 16K words of written data was collected during the
project, and this is analysed both quantitatively and qualitatively
with reference to the initial objectives of the research
