Mark Readman

Bio: Mark Readman is an academic researcher from Bournemouth University. The author has contributed to research in topics: Creativity & Screenwriting. The author has an hindex of 5, co-authored 15 publications receiving 96 citations.

The uses of (digital) literacy

Abstract: This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third...

Screen production research: creative practice as a mode of enquiry

Abstract: In the spirit of full disclosure, the editors of this book are fellow board members of this journal, one of the contributors is chair of the board, and another is reviews editor. Nevertheless, I am...

Screenwriters and screenwriting: putting practice into context

Abstract: A few years ago in a review, for this journal, of Steven Maras’ book Screenwriting: History, Theory and Practice I concluded with the comment that ‘…there remains a question about the possible impa

Teaching Scriptwriting, Screenplays and Storyboards for Film and TV Production

Abstract: Introduction: assessment context why teach screenwriting and storyboards how to use this guide schemes of work teaching tips. Essential terms and concepts: terminology screenplay format the Three Act Story Structure. Screenplay basics: story structure story types character dialogue Storyboard basics: format shot types sequencing. Planning a project: planning, categorising and structuring a story developing a treatment and pitch sequencing a script and designing storyboard.

The archaeology of knowledge

Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

Truth and Power

Abstract: Reference EPFL-ARTICLE-223260View record in Web of Science Record created on 2016-11-21, modified on 2016-11-21

Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18

Abstract: In recent years, hopes that Massive Open Online Courses (MOOCs) would make access to education fairer faded in the light of research showing MOOCs favoured the already educated and relatively advantaged. This paper presents the results of a systematic review of literature from 2014 to 2018. The aim was to investigate the extent that MOOCs and other free open education programs provide equitable forms of online education to address global widening participation agendas. The literature fell into two main groups: empirical reports on outcomes for students, and those providing policy or practitioner guidance. A globally diverse set of 46 studies and reports were examined, including 24 empirical evaluations of programs reaching over 440,000 disadvantaged learners in both distance and blended learning settings. Most literature claimed an interest in advancing student equity (enrolled or tertiary preparation learners) and/or social inclusion (community learners) with low-skills, low confidence, and/or low levels of previous education. In contrast to the existing literature, this study found that there was a flourishing of multi-lingual and Languages other than English (LOTE) programs and those addressing regional socio-economic disadvantage. Most cases involved MOOCs and free online resources combined with additional forms of support, including face-to-face study groups. Contrary to the existing debate in the open education literature, the review also found that the legal status of the learning materials (copyright or openly licenced) was of little consequence so long as it was free to the end user. What seemed to matter most was the intentional and collaborative design for disadvantaged cohorts, including the provision of digital or face-to-face personal support. Successful design collaborations often featured learner-centred, non-technical partnerships with community groups which increased the understanding of the needs of particular marginalised learners, while also providing more sustainable and distributed learner support. The review concludes that MOOCs which aim to widen participation in education are an alternative global practice that exists alongside more commercial MOOC offerings. Recommendations are provided for addressing gaps in offerings, and improving design and research.