Real World Learning / Job Shadowing

Real World Learning/ Job Shadowing

Academy of Media Arts unique program has the ability to align realworld learning to a project-based learning academic media arts focus curriculum. Our ability to show scholars how the digital skill they acquire at AMA prepares them for future industries to come (driverless cars, virtually reality, Artificial Intelligence, and Augmented Reality) is tantamount. Academy of Media Arts’ scholars will be constantly engaged in the interdisciplinary design of PBL, so that they experience the real-world context of the content they are learning in their core academics.

Scholars at AMA

Scholars at AMA will have a new opportunity each semester to demonstrate their learning through project-based learning with autonomy to choose their groups and topics, with clear roles and individual ownership for expected academic outcomes. This will prepare scholars for team dynamics when they enter a professional career setting, and also allows scholars to understand the importance of delegating tasks with everyone playing a different but key part to success. Scholars will also be able to identify and make connections to the skills they have learned and how those skills are transferrable to different industries (e.g., automotive, medical, aerospace, etc.) within and outside of the creative economy in the current media arts industry. Additionally, scholars will engage in mentoring, job shadowing, internships and other community-based learning for real world application and understanding.

This results in an opportunity for contextual or personal authenticity so that scholars experience “real world” processes or a connection to their own concerns, interests, cultures, identities, and issues in their lives…. where true motivation is tapped!

Real-World Learning is Exhibited in Various Ways
on Scholars’ Learning Journeys:

Teachers will begin each unit of study by introducing a driving question that guides the work that scholars do. As scholars get into small groups, the teacher will help them focus on defining their outcomes and how they want to achieve them. This may include teaching them how to conduct research; how to challenge their findings and formulate questions; and/or how to communicate effectively as collaborators. Once scholars begin the work, the teacher becomes observer and coach to foster scholar ownership, support and encourage participation of all members, and provide guidance only when there is a need for adult intervention (e.g., the group gets “stuck” or a group member being intentionally or unintentionally excluded). It is also the teacher’s responsibility to include outside professionals to come in and share their background and experiences with scholars to provide the real-world context to the unit.
Authentic learning experiences promote the idea of learning by doing. Scholars will engage in real world, complex problems through project-based learning as it connects with the work they do in their new media electives. Each day at AMA, scholars will participate in multidisciplinary curriculum and activities that include, but are not limited to experiments, role-playing, case studies, challenges and simulations. Every class that is a part of the scholar’s day (except physical education) will integrate content into their project- based units of study with an underlying foundation of the scholar’s new media arts career pathway elective (e.g. music production). The goal is to ensure scholars are immersed in using the skills sets of 21st century

Inquiry

Real-World Learning is Exhibited in Various Ways on Scholars’ Learning Journeys:

Real-World Learning is Exhibited in Various Ways
on Scholars’ Learning Journeys: