fate slideshow

< Art in the Age of Networked Learning >

HEIDI MAY mayh@ecuad.caEmily Carr University of Art and Design (Vancouver, CA)PhD student, Dept. of Curriculum & Pedagogy, Faculty of Education, Univ. of Brit. Columbia (Vancouver, CA)

web: http://heidimay.catwitter: @hmm__

Interests

• conceptual overlaps between contemporary relational and networked art practices and current discussions about pedagogy > both explore relationships and processes in-between individuals

• why use the internet to teach art? - how might online technologies and social media be incorporated into art and design curriculum in a way that responds to these shared interests? - how might we use these tools to foster creative processes and critical discourse?

• specific to this panel, how might we do so in a way that instigates learning and understanding of our being with/in a digital visual culture?

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FIRST, SOME THEORY...

... making connections between curriculum theory and ideas related to networked learning...

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Complexity theory in education embraces a collaborative and non-linear experience of learning, rejecting the use of linear, machine-based metaphors.

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1. Theory of Knowledge in Curriculum + Pedagogycentralized network

Decentralized approaches to teaching are most appropriate for learning situations in which there exists more than one response to a topic.

It’s about reconfiguring the exchange of knowledge. Setting up open communication and creating active learners as opposed to passive participants.

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1. Theory of Knowledge in Curriculum + Pedagogydecentralized network

rhizomatic experience

Curriculum theorist Ted Aoki: rhizomean curricular landscape

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1. Theory of Knowledge in Curriculum + Pedagogy

1. Theory of Knowledge in Curriculum + Pedagogy

Complexity theory

Decentralization

Rhizomatic Experience

collectives elaborating emergent knowledge through a temporal epistemology

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TEMPORAL EPISTEMOLOGY:

A quest for knowledge that is not representational but rather performative-based.

A way of interacting with materials and ideas that is not about exploring something static, but rather something that is always in flux.

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How can these theories be applied to art and design learning?

collaborative and active learning

peer interaction and accessibility

dialogue and conversation

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Recording and Archiving Creative Process and Dialogue

“...openness remains a hallmark of this [Web 2.0] emergent movement, both ideologically and technologically” (Alexander, p.34).

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 34-44.

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Example: NING

Example: Moodle

PROCESS FORUMS

Example: Moodle

PROCESS FORUMS

Student Example #1 “Abstract Representation”

Assignment: Create an abstract piece that represents an experience with a type of music, a recreational activity/sport, or an interaction with a technological object.

Idea = Knitting

Example: Moodle

PROCESS FORUMS

PROCESS FORUMS

PROCESS FORUMS

PROCESS FORUMS

PROCESS FORUMS

Student Example #2 “Narrative Sequence”Assignment: Create an interesting narrative sequence based on an everyday activity, capturing the ‘rhythm’ of the event through placement of forms and colour. The objective is to challenge traditional narrative formats.

Idea = Feeding the fish

PROCESS FORUMS

PROCESS FORUMS

PROCESS FORUMS

Posting the completed piece to the project Forum

CRITIQUE

Instructor final comments

Peer Reviews > Strengthen writing skills and teach students how to be critical about art work.

WRITTEN REVIEWS

Peer Reviews > Strengthen writing skills and teach students how to be critical about art work.

WRITTEN REVIEWS

Peer Review

Casual Responses

Moodle Chat

Multiple windows to view work and type comments simultaneously

Inserting archived chats into discussion forums for reference

Video chats allow for students to physically show work in progress

10 second videos, audio muted

Integration of web cams and video blogging

• Personalizing Knowledge with Self-Reflexivity

10 second video, audio muted

• Personalizing Knowledge with Self-Reflexivity

"...Sometimes in face to face classes there is not enough actual time to spend adequate time on each project so critiquing can sometimes become very generalized and less specific to each persons piece. Lots of time and effort goes into each piece that students create and I feel that the time and effort spent critiquing the piece should parallel this, the online environment achieved this better then any face to face art/design class I have taken. Of course all of that also depends on the instructor and students as well."

- Erica Hargreaves, Emily Carr online student, FNDT 109 Visual Communication, Spring 2008

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(Lange, 2007): “...by being vulnerable and sharing intimate moments and choices, it is possible to promote increased public discourse about formerly uncomfortable, distasteful, or difficult topics in ways that other media and other methods have not” (p. 13)

Promoting Critical Discourse...

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“In this piece, I am commenting on a few different aspects of one whole idea; the idea being, that mass media promotes unrealistic body images to society. I chose to zero in on a smaller, but very common result of these images in the media; which is the rise in eating disorders. Media can be a culprit for many other social problems, but it is certainly supporting the creation of people's warped opinions of what is beautiful and "normal".

I guess i hope that, from this piece, the viewer gets the irony i'm pointing out. This irony being that society has become so obsessed with body image, that being thin is the new epidemic. This gives reason to the text and my face.. i tried to show a confident look as if to say... "aren't YOU bulimic?". It seems that people have this false feeling of power from being thin, and "desirable".”

Student project Theme: Social Awareness

WRAPPING UP..

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A course management system like Moodle provides a ‘hub’ and a home base. Incorporating other social media might make sense if students are already using those communication tools.

Being open to a multilinear experience is important, but instructors need to choose appropriate tools for the content of the course and the intended learning experience.

Instructors should feel as if they can create hybrid models that might connect open source media to applications/systems put in place by educational institutions.

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Example: David Darts, NYU

Example: David Darts, NYU

Example: David Darts, NYU

Example: David Darts, NYU - Social Media IN classroom

Example: David Darts, NYU - Social Media IN classroom

Thank you

☺

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