Multimedia – Smart Skills – Student Empowerment – Employability – Leadership – Study Skills
A member of Senior Management and the Co-ordinator for the DCU TY modules that your school is intending to undertake should be present to meet with the Access Team and answer questions. This is also an opportunity for you to ask questions relating directly to module content and what is required.
The DCU TY Coordinator acts as the point of contact between the DCU TY team and the teachers in the school who are leading DCU TY modules. The teachers then have a local contact who can liaise with the DCU TY team for support or problem solving; similarly, the DCU TY team will have a single point of contact to monitor progress and assess support needs in each school.
Training for Multimedia & Social Innovation and for Smart Skills consists of a half-day session in September, which will take place here in DCU. Training can be held either morning or afternoon, and sessions will be held at times that suit the majority, but schools will be expected to free up staff to attend.
For teachers, a Google account is:
For students, a Google account is:
There are four ways to get a Google account:
For schools that don’t use Google Apps, the last option above may be preferable: teachers and students could set up a Google account (without Gmail) using their school email address, and give it the same password as their school account. There would be no change to how they read their school email, but they would now have a Google account for use with the DCU TY resources, with no new email address or password to remember.
You may find that messages received from a Google Group associated with a DCU TY module are incorrectly classified as spam in Gmail. To prevent this, you can create a Filter in Gmail as follows:
That should then force Gmail to deliver all messages from the Google Group to your Inbox. If you are subscribed to more than one Group, you’ll need to create a filter for each.
In the context of this course, Multimedia is a module which combines different forms of content such as text, audio, images and film to create a video. Multimedia is for creative and enquiring minds and for those who are interested in making videos to tell stories in an innovative and creative way. The course encourages the development of skills such as project management, teamwork, problem solving, confidence and creativity.
Multimedia is split into three different sub modules. Pre-Production (Planning stage), Production (Filming Stage), Post Production (Editing and Exhibiting stage). All students will be working in project groups throughout the module, completing a video for April 2019.
It is recommended that for each step of module, two 40 minute classes a week (up to 80 minutes) is required. Different parts of the module can be completed on a weekly basis or all together in one block, depending on what suits the timetable and needs of the school.
If the course is delivered through a double class once a week, there is sufficient material to cover from September to April. However, it is important to note that the course will be updated and will develop throughout the year. Teachers will be notified on a regular basis of this.
Ideally, the teacher delivering the Multimedia Module would be creative and have an interest in storytelling, photography, film, Art, history, music, business or social innovation. For this module, the teacher takes on the role of a facilitator, guiding the students through the module.
Teachers are not required to have any technical skills to deliver this module. Many of the technical pieces are explained using video so an in depth knowledge of cameras and editing software is not required. The most important part of the video will be the idea and story.
Training takes place in DCU at the start of the academic year. The session involves an overview of the module material, practical hands-on experience with equipment, and a chance to meet with other teachers delivering the module.
Students will work in Project Groups for the majority of this Module. They will start this module with different levels of technical ability. Some students may prefer editing over camera work, others prefer to script write and storyboard. The module is broken into different sections and students will find the role they are most comfortable with in the early stages of the module. When it comes to technical parts of the course, students have proven to have very little difficulty using cameras and editing software, often teaching each other as they go.
Filming is done on students’ own smartphones / iPads and Canon 70D cameras are available on loan from DCU Access during the project. Editing is done on iMovie on Macbooks, which will also be provided on loan to the students at various times during the year. Students are also welcome to edit on other packages / devices which they may be more familiar with.
The teacher delivering the module will be supported by the Module Coordinator throughout the year through communication via the blog, email and Skype. Questions will be answered promptly and any concerns raised will be addressed. It is important that teachers communicate with DCU Access throughout the year so we can assist whenever possible.
It has been our experience over the last three years that different schools will reach this point at different times. DCU Multimedia Mentors, who are current Multimedia students in DCU will be scheduled to deliver technology workshops in your school OR on DCU Campus. These workshops are only scheduled when a TY group is approaching that particular stage in the production process and has completed all work enabling them to progress to the next stage.
All students participating in the Multimedia & Social Innovation Module will be working towards creating a video for submission in the DCU TY Awards 2019. This Ceremony will be held in April 2019 and will showcase all finished projects by the TY students. A brief regarding the video will be issued before December 2018. All TY students involved in the DCU TY Programme will be invited to attend. Prizes will be awarded to both Students and Schools who have completed the Module. The videos will also be available through the DCU TY Website and on our social media channels.
In the context of this course, Smart Skills include technical skills such as app design and software development, and transferable skills such as creativity, problem-solving, teamwork, and project management. The course seeks to show students where these fields overlap and how success in technology-based activities depends on a wide range of skills.
Students should have access to a PC or Mac with Internet access, preferably one computer per student, with Google Chrome installed. The school’s computers, network, and connectivity will be assessed during a site visit by DCU Access Service staff.
No, one tablet for every four or five students is sufficient, as students only need access to a tablet to test their apps: the majority of the time will be spent on the design and coding stages using MIT App Inventor. In addition, the apps built during the course can be tested using an Android emulator such as BlueStacks which allows Android apps to be run on the student’s PC. However, having access to an Android phone or tablet makes testing apps more engaging, and also allows device sensors and media capabilities to be used in more advanced apps.
In theory, it should be possible to run MIT App Inventor apps on any Android phone or tablet. This includes Amazon Fire tablets, as their Fire OS operating system is based on Android. There are a number of 7” tablets available for under €100 each through the usual consumer electronics outlets.
None! The course is designed to be delivered by teachers who are comfortable using a PC, and the necessary training and support will be provided. As this is an interactive class where not all answers can be known in advance, the ability to handle some uncertainty and to think logically to solve problems during class are important.
Training takes place in DCU at the start of the academic year. The half-day session introduces you to MIT App Inventor, including building your first app, and to the course material. You should plan to follow this by spending some time familiarising yourself with the course content and working through sample apps: with coding, there is no substitute for practice at your own pace to get comfortable with the concepts. Additional training on more advanced apps and programming topics can be provided as needed.
None! The only prerequisite for students is that they have an active Google account, and know their password. MIT App Inventor uses Google accounts to identify students and store their project work online.
Lessons are based around building a number of Android apps using MIT App Inventor. Detailed instructional videos and transcripts are provided; students will work through this material at their own pace. All videos are available on YouTube for convenience.
You have three options:
If your students do not have GAFE email addresses, they will need to do the same thing in order to use App Inventor.
In addition to the videos, teachers have access to a full suite of supporting materials, including: reference library, test methods, project briefs, teaching notes, sample apps, and further challenges for students who progress quickly. This material can be accessed directly by teachers and students in the Smart Skills Student Resource Centre.
The course is structured as an introductory session followed by three modules, with new concepts introduced in each module, and put into practice by building an Android app. There is no fixed timescale for each module, as the time taken will depend on class size and ability; a rough estimate is three to six weeks per module, based on a weekly double class. However, the emphasis should be on ensuring students understand what they are doing, rather than on completing the modules to a predetermined timetable.
Yes, provided they have enabled ‘sideloading’ of apps, that is, installing apps from sources other than official online app stores. This can usually be enabled on the Settings / Security screen, and appears as an option to install apps from untrusted sources. If students’ phones are not connected to the school wifi network, they will need an active data plan to download the apps to their devices: while the apps are small, it is important to note that students may incur data charges while downloading them.
No, this course uses MIT App Inventor which currently builds apps for Android phones and tablets only. An iOS version of App Inventor is under development, but as of April 2019 has not yet been launched for public access.
Yes, as long as students have the use of a suitable PC or Mac with Internet access, they can work on their apps from any location. All of their work is automatically saved by MIT App Inventor, provided they use the same Google account to log in.
Information about updates to course content and supporting materials, as well as hints, tips and industry news relevant to the course, are published on the DCU TY Course Development blog. Access to the blog is by invitation only, and teachers are encouraged to comment on articles and thereby start a conversation with peers in other schools. Teachers will also be supported by DCU Access to address any questions or concerns as they arise. It is important that teachers communicate with DCU Access throughout the year so we can assist whenever possible.
Yes, it is possible to use MIT App Inventor in a browser running on a tablet, building and testing apps on the same device. There are some challenges with this approach, however.
The Project Brief for each core project includes an Extra Challenges section with suggestions for further development of the app described in the lesson. In addition, the Extras section of the app library includes a number of apps that make use of the media, sensor, and Bluetooth capabilities of Android devices. A range of tutorials is also available on the MIT website.
The majority of apps in this course (and other tutorials) use ‘fixed sizing’ with a screen size of 320×480 pixels, which works well with emulators and phones. When designing apps for use on physical devices, ‘responsive sizing’ allows the full screen resolution to be used.
The Extras section of the app library includes apps to demonstrate the media and sensor capabilities of Android devices. Not all devices include all media and sensor capabilities: for example, most phones include a vibrate function, but tablets typically don’t; some devices support location detection using WiFi, others have GPS receivers built in.
Yes, you can. One way to do this is to run a web server (e.g. Flask) on the Raspberry Pi, and use the App Inventor Web component to communicate with it, sending HTTP requests and decoding JSON responses. There are some examples in the Raspberry Pi section of the DCU TY App Library.
Yes, you can. One way to do this is to establish a Bluetooth connection between the Android device and LEGO Mindstorms EV3 control block. There are some examples in the LEGO Mindstorms EV3 section of the DCU TY App Library.
For teachers, a Google account is:
For students, a Google account is:
There are four ways to get a Google account:
For schools that don’t use Google Apps, the last option above may be preferable: teachers and students could set up a Google account (without Gmail) using their school email address, and give it the same password as their school account. There would be no change to how they read their school email, but they would now have a Google account for use with the DCU TY resources, with no new email address or password to remember.
You may find that messages received from a Google Group associated with a DCU TY module are incorrectly classified as spam in Gmail. To prevent this, you can create a Filter in Gmail as follows:
That should then force Gmail to deliver all messages from the Google Group to your Inbox. If you are subscribed to more than one Group, you’ll need to create a filter for each.
The person delivering this programme is required to have a guidance counsellor qualification or equivalent.
You would be required to attend 3 half day training sessions to be held in DCU.
Training will be provided for the 2018-19 school year; dates and times are yet to be confirmed.
Yes, the Teacher or Guidance Counsellor delivering this programme will be required to design and develop a school appropriate intervention proposal.
(Please note, this proposal can be presented to your training group at an (optional) fourth session to be held in DCU).
A Student Empowerment and Life Skills manual will be provided at the first training session.
Teachers/Guidance Counsellors will receive certification from DCU provided they have (a) attended 3 half day training sessions, (b) implemented a Student Empowerment and Life Skills appropriate intervention in their school and (c) submitted a Student Empowerment and Life Skills Intervention Report (template will be provided) to DCU by the end of the school year.
Training will be provided by Helena Ahern, Psychologist and Psychotherapist, Head of DCU Counselling.
No, the DCU Access service will not organise work placements for students in your school as part of the DCU TY programme.