TEACHER'S GUIDEBOOK FOR DIGITAL SIGNAGE

DIGITAL SIGNAGE

GUIDEBOOK FOR TEACHERS IN DEVELOPING CONTENT FOR SCHOOL’S DIGITAL SIGNAGE

THE SCRIPT

INTRODUCTION: DIGITAL SIGNAGE IN ELEMENTARY SCHOOL ENVIRONMENT ‣

What is digital signage

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The benefit of using digital signage in school context

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What are the infrastructures and tools?

THE PEDAGOGICAL THEORIES BEHIND DIGITAL SIGNAGE ‣

Collaborative learning among young learners

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Creative collaboration

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21st century education

CRITERIA IN SOFTWARES SELECTION ‣

Cloud based, free

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User friendliness for both students and teachers

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Between multiple split screens and single screen display

HOW TO ‣ ‣ ‣ ‣

From students to students Preparing multiple content: students artworks, school news, widgets, social media Strategy with classroom activities Developing digital contents; creative items, playlists, screens and scheduling

THE STUDIO ‣ ‣ ‣

Creating and arranging “creative” Creating “playlist” Creating “screen”

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INTRODUCTION

DIGITAL SIGNAGE DIGITAL SIGNAGE is also known as digital display, digital signboard, digital media display, signage network or media panel. They refer to a video display with dynamic, changeable content that can be updated and managed remotely over either a wireless or hard-wired network. Digital signs are more than simple TV displays with scrolling images because they are a centrally controlled network of displays that relay a specific message to a targeted audience at the right time.

Instead of solely displaying advertisements or company information, digital signs can promote your brand in a unique way that attracts not only more attention, but the right attention.

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CREATIVE COLLABORATION

PEDAGOGY

CREATIVITY is influenced by many factors including the physical and social environment, organisational conditions, the social atmosphere, trust, support and individuals’ intellectual resources. Temporal interactions and creativity are also connected to the socio-cultural approach, especially the culturalhistorical notion of Vygotsky. It is claimed that creativity is a cross-time phenomenon and “involves moving beyond what exists now, using resources brought from the past, to devise better options for the future” Modern children and youth are skilful collaborators, capable of knowledgemaking as well as information-seeking. They engage in social networks, they navigate digital gaming and they generate and manipulate digital content.

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Technology-enhanced learning tools such as digital signage gives possibilities to create dynamic landscape and the culture of sharing in the school community. It promotes and develops the ICT skills organically.

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21ST CENTURY EDUCATION

PEDAGOGY

In 21st century education, opportunities for learning are endless and could be found in learning spaces that surround us almost everywhere.

ICT developments contribute to new forms of socialisation and social capital acquisitions experienced by young people. Hence, transformation in the education and learning environment will help pupils to develop ICT skills and knowledge management. These include skills in processing information such as selection, acquisition, integration, analysis and sharing in socially networked environments.

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“Developments in society and economy require that educational systems equip young people with new skills and competencies, which allow them to benefit from the emerging new forms of socialisation and to contribute actively to economic development under a system where the main asset is knowledge” (OECD)

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CO-DESIGNING

PEDAGOGY

Co-designing opens possibilities for building dialogue, sharing ideas and collaborating. It increases chances for co-constructing knowledge and active learning.

Vaajakallio, Mattelmäki and Lee (2009) consider co-designing as a collaborative generative activity, which is expected to provide opportunities for bringing insights from children’s perspectives on technology. However, there is a need to facilitate the collaboration and to guide dialogue (Vaajakallio, Mattelmäki and Lee, 2009).

Therefore, the role of teacher is to assist and facilitate the process of learning.

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Teachers play they role in assisting and facilitating the learning process

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COMPARISONS

CRITERIA

FEATURES Automatic Player Updates Content Scheduling Media Library Multi-Screen Support Remote Deployment User Friendliness Collaborative Feature

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STUDENT-TO-STUDENT TYPES

Visual artwork such as animation, calligraphy, ceramic, collage, drawing, posters, performance art, photography, rock and sand art, sculpture and video art.

HOW TO

PLAN Students are informed about presenting their work for digital signage. The work is tangible and visible for display.

If the digital signage does not produce sounds, students must aware not to rely on verbal explanation, and focus more on visual projection.

MAKING

DIGITALISE PUBLISH

All materials are centralised to ONE point of publication for better control and monitor.

EDIT Maintain each video length around 10 seconds, include texts contrasting background colour.

Shoot down at your subject from directly above. Next, try shooting up at the subject from below. Tilt the camera up slightly to avoid too much of the ground in the photo / video. Maintain reasonable pixel / size.

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THE STUDIO

DESIGNING THE PLATFORM

CREATIVE CREATIVE = MEDIA The Creative screen displays images, movies, flash media, and presentations ready to be displayed, slides that have been created or edited and saved.

PLAYLIST The PLAYLISTS are groupings of media files that you have chosen to broadcast, arranged and ordered into lists.

You create and edit presentations for campaigns through the Creative screen, which opens to the Editor.

FURTHER INSTRUCTION: http://www.novisign.com/operational-manual/

SCREEN Select SCREENS in the gray ruler.

Every screen has a specific playlist built by you. The screens with their details are displayed in the gray rectangle in the center of the screen.

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REFERENCE

FINNISH NATIONAL BOARD OF EDUCATION (2014): THE NATIONAL CORE CURRICULUM FOR BASIC EDUCATION. Ananiadou, K., Claro, M. (2009), “21st Century Skills and Competences for New Millennium Learners in OECD Countries”, OECD Education Working Papers, No. 41, OECD Publishing.

Eteläpelto, A., Lahti, J. (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3 (2008) pp. 226–240.

Niemi, H, Multisilta, J., Lipponen, L., Vivitsou, M. (Eds.). (2014). Finnish Innovations and Technologies in Schools: A Guide towards New Ecosystems of Learning. Rotterdam: Sense Publishers.

Vaajakallio, K., Lee, J-J., Mattelmäki, T. (2009). "It has to be a group work!": co-design with children. Conference Paper. DOI: 10.1145/1551788.1551843 · Source: DBLP