1990-1999
DECADES OF
PARRYVILLE
My adventures in teaching, learning design, and educational media production
1990s
1990
SUMMER CAMP COUNSELLOR
1991
HIGH SCHOOL SCIENCE TEACHER
1992
HIGH SCHOOL SCIENCE TEACHER
1993
HIGH SCHOOL SCIENCE TEACHER
1994
GEOLOGY MUSEUM GUIDE
1995
CORRESPONDENCE SCHOOL TEACHER
1996
LEARNING MATERIALS WRITER
1997
LEARNING MATERIALS WRITER
1998
MULTIMEDIA STUDENT
1999
CD-ROM DEVELOPER
1990
In 1990 I was a new graduate science and biology teacher so I did some casual teaching around Sydney and then I went overseas and I taught in an American summer camp that was very much environmental sustainability it was in the middle of forest basically no electricity in the cabins it was really quite amazing so that was for several months and I definitely emerged a change person then I ended up travelling around a little bit more and I went over to England and I taught in a school in London, several schools in London.
1991
In 1991 I returned to Australia and then I got a few casual teaching jobs various schools in my local area teaching science, biology in other subjects , whatever the school required really. Bits and pieces.
1991
I continued teaching, I used to do “block casual”. I would do a term, three terms, maternity leave - that type of thing so it was a day to day was a bit more stability in my teaching. So it wasn't a day-to-day casual and around this time I discovered that the library had something called a CD-ROM as I remember it was “Encarta” and I that really took my interest.
1993
Around this time the school had purchased a set of Macintosh computers which had all this functionality, interactivity as it was called multimedia. So I got very interested in using this sort of technology in my teaching and learning to develop a little resource is that my students could use I would work with the students to create resource is that we would in turn use in class. Then the library the relationship with the library was really important because they had access to an ever expanding set of CD ROMs another electronic resource is that I was really quite interested in.
1994
Around this time I left the class room. I decided I didn’t want to teach for a while and I got a job in a museum geology museum at the rocks so they had these little kiosks that were you could click on the screen and something would happen like a video would play or a sound would play or you could look at another screen so I was really quite captivated by all of this sort of technology and working in the museum was good as well because it was still teaching but it was a different type of teaching, with lots of little practical activities different ages of learners I could chat to the other teachers. It was it was a pretty good experience and in in in in addition to that I was also doing up teaching at a different set of schools 'cause I had moved moved around sydney a bit.
1995
One of my casual teaching jobs was at a correspondence school, which I really worked at before but essentially my students were in remote areas of Australia what there was one student that was an Olympic issues in the Olympics so I was studying was quite tricky to schedule so we we used to post out or I used to post out printed leaflets with cassette tapes and VHS tapes and that's how the students will do their learning then I bring them on the phone check in with them they'd send their work back in the mail in the post. I’d mark it, so it was a whole new way of delivering teaching and learning education so it opened my eyes to all these other possibilities. And around this time something called the Internet was being talked about is new technology.
1999
I eventually left the writing tasks and I managed to find other work that was more suitable to my new set of skills and that was developing CD-ROMs so even though I had a lot of skills in using the software with these larger projects there was often a team so I would be managing writers curriculum experts teachers programmers screen designers video producers audio producers and so I would pretty well I guess I conceived myself as being in the centre I was doing 2 roles one was project management the other was instructional design so taking care of all of the content all of the learning the pedagogy but then making it happen as well so really really satisfying work most of the stuff that I worked on or CD ROMs.
1997
I continued to develop learning materials, and again they were they were pretty much print materials with the cassette tape here and there which is a way of approaching remote and distance learning because the Internet was still really clunky it was it was there but a lot of schools didn't have access, access wasn't reliable there was huge restrictions on the file sizes so it was definitely talking point each and every day but on a practical level they would just not there wasn't enough confidence in moving forward quickly in that territory so pretty much all the people that I was working with were still very much developing print materials that were in turn posted out to students which is kind of the way it had been done for a while but obviously quite limited with the emerging technology that was available.
1996
At the correspondence school, they had a particular source of all their courses in and learning materials their leaflets and so I I found a little bit of work a couple days a week as a writer I was writing some IT related computing studies as I remember and then that led to some other writing which was related to agriculture close enough to science so that it wasn't just about the content somehow magically we had to capture the pedagogy the learning and teaching elements into the materials. I learned so much around this time about the difference between teaching content and pedagogy delivering essentially learning design but it wasn't we didn't refer to it as learning design back then.
1998
Around this time, when I was writing the year nine agriculture materials about chickens I decided to go to TAFE which was really quite amazing crows nest TAFE and I studied multimedia which is part of the certificate for as I remember so ironically enough a lot of the software that we were learning quickly became redundant so it was all the skills you know they really the software just became unavailable it was replaced by other software so but in amongst all of this I was developing really valuable skills in instructional design learning design especially using electronic technology.
PARRYVILLE 1990
Mark Parry
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Transcript
1990-1999
DECADES OF
PARRYVILLE
My adventures in teaching, learning design, and educational media production
1990s
1990
SUMMER CAMP COUNSELLOR
1991
HIGH SCHOOL SCIENCE TEACHER
1992
HIGH SCHOOL SCIENCE TEACHER
1993
HIGH SCHOOL SCIENCE TEACHER
1994
GEOLOGY MUSEUM GUIDE
1995
CORRESPONDENCE SCHOOL TEACHER
1996
LEARNING MATERIALS WRITER
1997
LEARNING MATERIALS WRITER
1998
MULTIMEDIA STUDENT
1999
CD-ROM DEVELOPER
1990
In 1990 I was a new graduate science and biology teacher so I did some casual teaching around Sydney and then I went overseas and I taught in an American summer camp that was very much environmental sustainability it was in the middle of forest basically no electricity in the cabins it was really quite amazing so that was for several months and I definitely emerged a change person then I ended up travelling around a little bit more and I went over to England and I taught in a school in London, several schools in London.
1991
In 1991 I returned to Australia and then I got a few casual teaching jobs various schools in my local area teaching science, biology in other subjects , whatever the school required really. Bits and pieces.
1991
I continued teaching, I used to do “block casual”. I would do a term, three terms, maternity leave - that type of thing so it was a day to day was a bit more stability in my teaching. So it wasn't a day-to-day casual and around this time I discovered that the library had something called a CD-ROM as I remember it was “Encarta” and I that really took my interest.
1993
Around this time the school had purchased a set of Macintosh computers which had all this functionality, interactivity as it was called multimedia. So I got very interested in using this sort of technology in my teaching and learning to develop a little resource is that my students could use I would work with the students to create resource is that we would in turn use in class. Then the library the relationship with the library was really important because they had access to an ever expanding set of CD ROMs another electronic resource is that I was really quite interested in.
1994
Around this time I left the class room. I decided I didn’t want to teach for a while and I got a job in a museum geology museum at the rocks so they had these little kiosks that were you could click on the screen and something would happen like a video would play or a sound would play or you could look at another screen so I was really quite captivated by all of this sort of technology and working in the museum was good as well because it was still teaching but it was a different type of teaching, with lots of little practical activities different ages of learners I could chat to the other teachers. It was it was a pretty good experience and in in in in addition to that I was also doing up teaching at a different set of schools 'cause I had moved moved around sydney a bit.
1995
One of my casual teaching jobs was at a correspondence school, which I really worked at before but essentially my students were in remote areas of Australia what there was one student that was an Olympic issues in the Olympics so I was studying was quite tricky to schedule so we we used to post out or I used to post out printed leaflets with cassette tapes and VHS tapes and that's how the students will do their learning then I bring them on the phone check in with them they'd send their work back in the mail in the post. I’d mark it, so it was a whole new way of delivering teaching and learning education so it opened my eyes to all these other possibilities. And around this time something called the Internet was being talked about is new technology.
1999
I eventually left the writing tasks and I managed to find other work that was more suitable to my new set of skills and that was developing CD-ROMs so even though I had a lot of skills in using the software with these larger projects there was often a team so I would be managing writers curriculum experts teachers programmers screen designers video producers audio producers and so I would pretty well I guess I conceived myself as being in the centre I was doing 2 roles one was project management the other was instructional design so taking care of all of the content all of the learning the pedagogy but then making it happen as well so really really satisfying work most of the stuff that I worked on or CD ROMs.
1997
I continued to develop learning materials, and again they were they were pretty much print materials with the cassette tape here and there which is a way of approaching remote and distance learning because the Internet was still really clunky it was it was there but a lot of schools didn't have access, access wasn't reliable there was huge restrictions on the file sizes so it was definitely talking point each and every day but on a practical level they would just not there wasn't enough confidence in moving forward quickly in that territory so pretty much all the people that I was working with were still very much developing print materials that were in turn posted out to students which is kind of the way it had been done for a while but obviously quite limited with the emerging technology that was available.
1996
At the correspondence school, they had a particular source of all their courses in and learning materials their leaflets and so I I found a little bit of work a couple days a week as a writer I was writing some IT related computing studies as I remember and then that led to some other writing which was related to agriculture close enough to science so that it wasn't just about the content somehow magically we had to capture the pedagogy the learning and teaching elements into the materials. I learned so much around this time about the difference between teaching content and pedagogy delivering essentially learning design but it wasn't we didn't refer to it as learning design back then.
1998
Around this time, when I was writing the year nine agriculture materials about chickens I decided to go to TAFE which was really quite amazing crows nest TAFE and I studied multimedia which is part of the certificate for as I remember so ironically enough a lot of the software that we were learning quickly became redundant so it was all the skills you know they really the software just became unavailable it was replaced by other software so but in amongst all of this I was developing really valuable skills in instructional design learning design especially using electronic technology.