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1) In what ways would you say online learning has been restrictive or exclusive towards students who are from different economic backgrounds, live internationally or who suffer from physical or mental disabilities?

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1) In what ways would you say online learning has been restrictive or exclusive towards students who are from different economic backgrounds, live internationally or who suffer from physical or mental disabilities?

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"For low income students, I imagine it must have been difficult because online learning relies on having access to fast broadband, a decent laptop or computer and a quiet place to work, which not everyone has. Also resources as well, I was fortunate enough to be able to buy books for my course that I find interesting in order to do more learning in my own time and other students might not have that privilege. Also, I imagine for international students it must be difficult because they might feel quite removed by not physically living in the country they’re studying in. Like rationally it shouldn’t have any impacts but I think still psychologically it could impact learning. Especially being surrounded by a larger number of British students over webcam and not having the opportunity to find their own peer groups of other international students who they can align with and get support from, it must be hard. And then for disabled students, I think if they suffered with anxiety they might find navigating online communications quite hard, like I find trying to speak up in online seminars harder than in real life classes. Also, I think if someone suffers from a mood disorder, being isolated like that and not being in a room surrounded by people could have a really drastic impact on their mental health."

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2) What do you think could have been done differently to make online learning more inclusive? 

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2) What do you think could have been done differently to make online learning more inclusive? 

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"The university making the resources more accessible and available to all students. Like, they could take into account the international students in different time zones and make the times of classes better because I had some students in my lectures who were up until 1am in class. The library could also have made more books available online. I couldn’t gain access to all the books in my suggested reading list online, but I am lucky enough to live local to uni so I could physically take out books. But for students who don’t live in London, they are at a massive disadvantage not having access to all the readings that they need for their essays and assignments."

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3) Which aspects of online learning have you found effective and could be implemented in future learning when the pandemic is over?

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3) Which aspects of online learning have you found effective and could be implemented in future learning when the pandemic is over?

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"I think lectures should still be recorded and put online because I found it a great resource to be able to actually watch them in in your own time. That's something that I found positive, that you could pause lectures and take notes properly if you want to because I don't have very good attention span and struggle to listen and take notes the same time. Maybe seminars too, like if they sent out a poll to ask which students would like to do the seminars online and put them in a specific online session because some people might have found this easier to navigate than in person. Like online learning might be really good for students who have a physical disability, it might make uni more accessible because you can work it around your own schedule and do it from the comfort of your own home."

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I was slightly nervous for this taster because I haven’t had any experience with journalism, but my confidence grew after learning about the different aspects of this media and discussing various examples of news stories and features. In the end, I found the final task really fun and I think I could transfer the skill of finding an angle across other essays and projects in order to develop my existing ideas and discover a fresh, new concept. I also found it interesting to gain a new perspective from my interviewee on my chosen topic and in the future I think it would be really effective to conduct multiple interviews with people from different backgrounds to gather a more expanded response and story.

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It’s a bright morning, but the sun barely reaches the room through the sunken levels and trees. A girl throws down her jacket after spending a sleepless night staring at the stars. She glances over to the prints next to her bed. She can’t decide if the swirls on the print are real or if sleep deprivation has created them. Her mind is going a mile a minute. She looks towards old memories of her home town poster and an old, crumpled shopping bag. Nothing feels real, her memories feel fabricated. Her only distraction is a borrowed book. It should bring comfort but the words spiral off the page as she begins to read. Maybe nothing is as it should be. It’s as if she is living on borrowed time as she looks at her surroundings from behind what feels like a broken screen.

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I remember it clearly, every Tuesday morning and Friday afternoon. The bell would ring through the hallways and students would fill the corridors, pushing past each other to get to their next class. I would make my way to the far end of the south corridor and enter the classroom three doors down, two to the right. She would always be seated before me, leaning against the wall, her French book already out and open with her assortment of coloured pens spilling out onto the pages. She couldn’t be missed, the blue streak peaking through her tousled, auburn hair, framing her face perfectly. I’d take a seat and look to see that she would have already doodled far down into the margin of her book, while she waited for the class to start. She would remove her earphones, still playing muffled pop punk connected to her cracked iPod. She introduced me to that kind of music. Without knowing she encouraged the next phase of my teenage years, I think from that point I truly started to grow as a person. I still remember how she’d cover her mouth every time she laughed, chipped nail polish on full display. The stupid jokes she would make about her favourite band, ‘Fearless Vampire Killers’, showing me photos of them and sharing her earphones with me, excited for me to listen to their newest album. I think about how we used to message constantly for days, I’d never experienced that before. We texted with silly ‘in’ jokes, and used specific tags for each other on Tumblr, the kind that made me want to rush home and check daily. She used to write me letters and her voice still forms the words in my head, calling me her ‘lil snail’ and signing off as ‘Dandy Tim’. These are just a fraction of the bitter sweet memories I have with her, I just wish I had more.

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There are three main characters Steph, Sophie and Phoebe. They used to play together as children but drifted apart as they grew older. Now they are in high school but it’s reported that Phoebe is missing. Steph and Sophie contact each other and decide to visit an old tree house they used to play in when they were younger to reminisce. When they arrive at the scene, something doesn’t feel quite right. The tree house looks slightly destroyed and they find Phoebe’s denim jacket close by. It has been defaced by strange markings and rips. As they enter the tree house there are Phoebe’s drawings scattered everywhere. They are all drawings of the monster she used to be afraid of as a child, a tall dark figure with long jagged fingers. They realise the markings on the jacket look just like the markings the monster has made within the drawings. Sophie is sure that the monster must have taken her, Steph doesn’t believe this and insists that she is just missing and that the jacket isn’t Phoebe's. There is a conflict between the two girls and they part ways. While walking, Steph comes across a necklace that belonged to Phoebe on the ground amongst the same strange markings on the floor. She phones Sophie in a panic and agrees this might be real. They meet back up and try find clues and devise a plan to find her. They hear a strange noise and the monster approaches. They run and along the way stumble over the body of their classmate who went out on the group search to find Phoebe. She’s covered in deep gashes and her own blood, already dead. They scream and continue to run as the monster gains on them. They manage to loose it by hiding in an abandoned shack in the forrest. Once inside they look round and realise the shack is pictured in multiple of Phoebe’s drawings. There is a table full of candles and strange artefacts and paint, it looks like dark magic. They tip the table over hoping that it might destroy the monster but instead, it returns with anger. They try to fight it but it slashes Steph during the battle. She tries to throw a candle in self defence and they both see it cower at the sight of the flame. They’ve found its weakness. They manage to set alight to the shack and are running out as they hear Phoebe’s screams. They look back and watch the monster burn away to reveal Phoebe beneath. It was as if it had absorbed her. Sophie jumps in to try save her, but fails, she begins to burn within the flames. Phoebe reveals that she summoned the monster, she wanted to feel powerful because she felt ignored for so many years. Steph and Sophie had become popular and she felt like she had been left behind. But the monster must have a host to survive, so as Phoebe burns along with Sophie, it latches on to Steph. It takes her over and she falls to the ground, overwhelmed by the new presence inside of her. She blacks out.

Authors: Paula Brunning, Malec Duberry , Grace Sweeney

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I’m so thankful your belt snapped.

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The only time I have ever tried creative writing was in my english classes at school. I am not confident with my writing abilities so was slightly apprehensive starting today’s class. However I did enjoy the day and didn’t struggle as much as I thought I would. I like the ‘five pictures’ piece I wrote, I think it turned out well and I like how the blue accents in the photos mirror the mood within the writing. I do think I need to work on my descriptions, for example in the ‘character description’ I went a bit off topic because I wasn’t sure how to write a detailed description of someone. I did like how we used our creative writing to produce an outline for a horror movie, I think I can use this skill going forward if I get involved with film work. For our narrative, we spent a lot of time creating a concept so didn’t get chance to flesh out the story. In the future I’d like to develop the story line further so it hits all the steps within the three acts. I’m not sure I’ll specialise in this practice area because I don’t feel confident enough with my writing ability or creativity, but I did enjoy the session.

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I was excited for this taster session because one of my hobbies is photography. I took it as one of my A-Level options and since then have bought myself a DSLR and a film camera with various lenses. For today’s session I didn’t have my camera with me, so I used my phone and then edited the photos on Lightroom. I’m happy with the outcome, I wanted to create a nostalgic, vintage feel with the editing to make the images seem slightly dystopian, emphasising the isolated new world we live in due to the pandemic. Next time I would like to try portraiture, perhaps creating a series capturing various individuals with their masks on, going about their new daily routines under the Covid guidelines. I think I would really like to specialise in this practice area and am very interested in learning new editing techniques in Photoshop.

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In my foundation year I did a television module where we produced a music video, so I had some experience in this practice area. However, I had more experience with the filming side rather than the pre-production, so I was excited to develop my understanding of the multiple processes involved when creating a short film. Overall I found it quite challenging as I’m more of a practical person and I struggled to come up with a short story idea. However, I really liked creating the storyboard and thinking about which camera angles I could use in order to enhance my narrative. I think it would be very fun to specialise in this as a practice area and I’d be excited to explore and learn more about the production/post-production side to filmmaking while using the knowledge and skills acquired during this taster.

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One of the modules in my foundation year was animation, so I've already had some experience with making a stop motion movie. For the first animation in todays session, I saw my necklace and earring on the desk and thought I could create a snake like creature eating the earring. I put them on a blue shirt and moved it around in-between each shot to imitate water. I was quite happy with this one, if I were to do it again I’d make the necklace have a little more personality with it’s movements. For the second animation, I would loved to have had a coloured paper background, but sadly I didn’t have these resources. I also wished I had a red coloured gel to put over my light to emphasise danger when the butterflies got caught within the fabric. I think I’d like to remake it with a different lighting technique particularly because some of the scenes have different exposures to others. However, I did like that the ribbon really came to life and looked as though it opened the zip. I do enjoy the idea of making fun, short movies without creative limitations, I like that animation allows you to explore ideas easily as opposed to other media such as television. However, I’m not sure I’d specialise in this practice area because I find the process slightly tedious.

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Please view in full screen on the website: https://codepen.io/GoldMC/full/6471f02f9494017c4ba88dd99f60aa4b

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Template for MC51003A Interactive Media induction. ...

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Radio was one of the modules I really enjoyed during my foundation year so I was looking forward to today’s class. I found it interesting learning about the different ways you can change your voice in order to convey different emotions, I want to keep this in mind for any future work I might have with radio or podcasting. I then interviewed Serine and we recorded the conversation on our phones. I found Adobe Audition fairly easy to use as it reminded me of the editing software from last year. However, I did find it hard trying to edit down the conversation so that it still flowed naturally. I noticed that some words sounded slightly cut off and therefore had to lower the volume at the end of the word so it didn’t sound too choppy. I’m relatively happy with the final result, but I do get stressed being the voice of the radio and I’ve found that I much prefer being behind the scenes as an editor.

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I was a little worried starting today’s session as it’s been seven years since I last coded, and that was to personalise my Tumblr theme. My memory was very hazy and trying to understand how to edit a website using coding was confusing at the start. However, as I got into the swing of it and started googling different codes to add to make my website how I wanted, I really enjoyed the process. I think the front page is my favourite but I also like the trailer page because the background is of the character’s watching something on their phone, quite like the viewer watching the trailer. Although, I found the actors page particularly challenging. I originally used photoshop to edit all the polaroids together as a collage, but once uploaded, I realised the text was hard to read due the the writing on the background. I had to re-edit the background on photoshop to make the polaroids appear at the top of the screen in order to sit above the text on the website. If I could, I’d lower the text a little further down the page so it sits better visually, and I’d also love to add links to the website. This is such a useful skill to have for the future and it was very satisfying seeing the end result. I’m very much considering taking this as my specialised practice area.

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Corrosive swell lapped memory’s shoreline. Breakers fragmented the familiar horizon of recall. Alzheimers had beached him.

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When I was at school I took art as one of my GCSE’s so I was excited to do today’s taster session. I haven’t drawn in a while and was worried I wouldn’t be able to think creatively enough or have the right skill set, but learning about different styles of illustration and having the task broken down into small steps really helped me to create my final image. I tried to reflect the idea of memory through the boarder of my image, making it seem like an old, worn postcard or film photo. I also made the colour of the sea black, particularly the foam at the shoreline to emphasise the dark and confusing nature of Alzheimers. I did enjoy the session but I struggled using Pixlr to bring my image to life, I think if I were to do this again I’d prefer to use a more flexible method of colouring, like Adobe Illustrator or traditional paint and pencils, as I found Pixlr quite limiting.