I am Mark Parry. I have a Bachelor of Education (BEd-Science, Sydney University, 1989) and began classroom teaching in the early 1990s. I moved into educational resource development in the mid 1990s after working at the Earth Exchange. I have over twenty years experience developing learning resources for a range of audiences including Kindergarten to HSC students as well as adult learners including vocational TAFE and university students and teacher/lecturer professional development. I completed post-graduate studies in film and video (Master of Arts, Media Arts and Production, University of Technology Sydney, 2009), exploring the relationship between documentary, drama, training and education. I currently run various face-to-face lectures and tutorials related to film, video, media, design, technology, learning and teaching at SAE Institute and University of Notre Dame as well as working on various freelance tasks via Parryville Media.
In my role as Producer, Instructional Designer and Writer I managed teams of Designers, video editors, Programmers and subject matter experts (SMEs) in the development of print, video, multimedia CD-ROMs and online resources in a range of learning areas (eg agriculture, technology, literacy, numeracy, drug awareness, medical photography, financial literacy, fire fighting, life values, adult learning, training and assessment, animal handling & visual arts). More recently I have worked with video to communicate university research findings as well as produce staff PD (professional development) resources.
I have advised, designed and developed learning resources and educational experiences for a range of organisations including NSW Department of Education and Training, NSW TAFE, Rotary, Australian Olympic Committee, ANZ bank, Australian Rugby Union, Casula Powerhouse, Australia Learning and Teaching Council (Office for Learning and Teaching), Metro Screen, Macquarie University, The Benevolent Society, University of Queensland, Flinders University, University of Notre Dame, New Horizons, Gosford City Council, Royal Australasian College of Physicians and Optus.
I enjoy communicating with a purpose, working with subject matter experts and media specialists and using new technology, so developing educational resources is an ideal blend. In the future I’d like to further explore the potentials between art, science and learning.
Explore the rest of this website or see cv_mparry_feb2013 for additional information.
Parryville Media designs and develops learning, teaching and training resources for a range of educational institutions, community groups and corporate organisations. Mark Parry works collaboratively with teachers, lecturers, tutors, business managers and other stakeholders in the design and development process. With a focus on instructional design, the starting point is often an analysis of learning/project requirements and an audit of existing content/resources. We prefer an approach which combines conservative planning and process with fresh ideas and creative thinking. Depending on the project, this process might be very simple and straightforward – taking only a few minutes – or may be highly complex and take several months (especially with research-based collaborations). Parryville Media develops video and other learning resources, typically extending into additional areas of educational support and consultancy to achieve the project outcomes. We meet and solve a range of challenges including inaccurate/incomplete curriculum documents, confused/incomplete previous planning, lack of a tangible, achievable vision, identifying and minimising risks to project deliverables, creative communication of research findings and managing change. Once an instructional plan – or similar – is established and agreed to, managing client expectations, establishing tasks, job roles, schedules and workflows is central to our process. We have a background working across a range of media, with more recent work done using online video to communicate a core message or achieve a particular set of learning outcomes.