Art in the Age of Networked Learning

                “Media open and deliver to the “no-body’s land” between identifiable
...
Art in the Age of Networked Learning
         OVERVIEW:
              art educators and new pedagogical possibilities when...
Art in the Age of Networked Learning
         OVERVIEW:
              art educators and new pedagogical possibilities when...
Art in the Age of Networked Learning
         OVERVIEW:
              art educators and new pedagogical possibilities when...
Art in the Age of Networked Learning
         OVERVIEW:
              art educators and new pedagogical possibilities when...
Art in the Age of Networked Learning
         OVERVIEW:
              art educators and new pedagogical possibilities when...
Art in the Age of Networked Learning
         OBJECTIVE OF SESSION
         > to share examples of how art educators are e...
Art in the Age of Networked Learning

         FIRST, SOME THEORY...




                          ... making connections ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning     theory > Reconfiguring the Exchange ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning     theory > Reconfiguring the Exchange ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning     theory > Reconfiguring the Exchange ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning     theory > Reconfiguring the Exchange ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning   theory > Complexity Thinking


       ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning   theory > Complexity Thinking


       ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning   theory > Complexity Thinking


       ...
Art in the Age of Networked Learning

         THEORY
         Networked Learning     theory > Complexity Thinking
       ...
Art in the Age of Networked Learning

         THEORY

         Networked Learning             theory > Rhizomean Curricul...
Art in the Age of Networked Learning

         THEORY

         Networked Learning               theory > Rhizomean Curric...
Art in the Age of Networked Learning

         THEORY

         Networked Learning               theory > Rhizomean Curric...
Art in the Age of Networked Learning

         THEORY

         Networked Learning               theory > Rhizomean Curric...
Art in the Age of Networked Learning

         THEORY

         Networked Learning    theory > Rhizomean Curricular Landsc...
Art in the Age of Networked Learning

         THEORY
                              Reconfiguring the Exchange of Knowledg...
Art in the Age of Networked Learning

         THEORY
                              Reconfiguring the Exchange of Knowledg...
Art in the Age of Networked Learning

         THEORY
         Networked Learning
         Art + Design            Collabo...
Art in the Age of Networked Learning

         THEORY
         Networked Learning
         Art + Design           Peer Int...
Art in the Age of Networked Learning

         THEORY
         Networked Learning
         Art + Design           Conversa...
Art in the Age of Networked Learning




                        how can the theory actually be applied to art and design ...
Art in the Age of Networked Learning




                            how can the theory be applied to art and design cours...
Art in the Age of Networked Learning




                            how can the theory be applied to art and design cours...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue




Sunday, June ...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           PROCE...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue




  Posting the...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue




Sunday, June ...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue




Sunday, June ...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue




Sunday, June ...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue




Sunday, June ...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           CRITI...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

           CRITI...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

            WRIT...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue

            WRIT...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning

             MOODLE Working through process and archiving dialogue
              PRO...
Art in the Age of Networked Learning




                        ... other teaching examples >>




Sunday, June 21, 2009
Art in the Age of Networked Learning
             TEXT + SKYPE CHATS Conversation and group discussion

               Moo...
Art in the Age of Networked Learning
             TEXT + SKYPE CHATS Conversation and group discussion




               ...
Art in the Age of Networked Learning
             TEXT + SKYPE CHATS Conversation and group discussion




               ...
Art in the Age of Networked Learning
             TEXT + SKYPE CHATS Conversation and group discussion

                  ...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 1) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 2) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 2) ART E...
Art in the Age of Networked Learning

           E-PORTFOLIOS Tracking and recording development
         Example 2) ART E...
Art in the Age of Networked Learning
             SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills




Sunday, June...
Art in the Age of Networked Learning
             SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills




Sunday, June...
Art in the Age of Networked Learning
             SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills




Sunday, June...
Art in the Age of Networked Learning
             SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills




Sunday, June...
Art in the Age of Networked Learning
             SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills




Sunday, June...
Art in the Age of Networked Learning
             SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills
             ART...
Art in the Age of Networked Learning
             PODCASTS Global access to resources




Sunday, June 21, 2009
Art in the Age of Networked Learning
             PODCASTS Global access to resources
             ART EDUCATOR: Jody Bake...
Art in the Age of Networked Learning
             STUDENT WEBCAMS Individual self-reflection




Sunday, June 21, 2009
Art in the Age of Networked Learning
             STUDENT WEBCAMS Individual self-reflection




                          ...
Art in the Age of Networked Learning
             STUDENT WEBCAMS Individual self-reflection




          10 second videos...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust




Sunday, June 21, 2009
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust

     Wiki example > Group proj...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust

     Wiki example > Group proj...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning
             WIKIS Collaboration, revision, and trust
             ART EDUCATOR: Jody...
Art in the Age of Networked Learning




                                                Discussion
          Although web...
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Art in the Age of Networked Learning

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This session will demonstrate how online technologies are being used to foster meaningful discourse and original imagery within studio art courses at the Emily Carr University of Art and Design. These particular courses offered online are not about using the computer to make art, but rather an understanding of visual principles and conceptual themes. In many cases students use traditional media and then document the work for online presentation. Although the lack of human contact adds challenges to the teaching and learning process, our experience has revealed success in quality of work, active participation, and critical thinking.

Presented at the Canadian e-Learning Conference, June 2009.

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Art in the Age of Networked Learning

  1. 1. Art in the Age of Networked Learning “Media open and deliver to the “no-body’s land” between identifiable coordinates on the grid. What they deliver are not merely meanings made different by their arrival in unforeseen, incongruous contexts. Media deliver difference itself…media give body to relationality as they keep potentiality and difference in circulation and motion…Media thus are imbued with the potential for catalyzing new forms of corporeality, new embodiments, new ways of knowing and being human.” – Elizabeth Ellsworth (2005). Places of Learning: Media, Architecture, Pedagogy. Heidi May / mayh@ecuad.ca / www.ecuad.ca/~mayh Instructor, Foundation and Visual Art, Emily Carr University of Art and Design PhD student, Faculty of Education, Department of Curriculum and Pedagogy (Art Education) Canadian e-Learning Conference, UBC, June 17, 2009 Sunday, June 21, 2009
  2. 2. Art in the Age of Networked Learning OVERVIEW: art educators and new pedagogical possibilities when working with digital technology Sunday, June 21, 2009
  3. 3. Art in the Age of Networked Learning OVERVIEW: art educators and new pedagogical possibilities when working with digital technology using online technologies to foster meaningful dialogue and imagery in studio art courses at Emily Carr University of Art and Design Sunday, June 21, 2009
  4. 4. Art in the Age of Networked Learning OVERVIEW: art educators and new pedagogical possibilities when working with digital technology using online technologies to foster meaningful dialogue and imagery in studio art courses at Emily Carr University of Art and Design these courses are not about using the computer to make art, but rather about understanding visual principles and conceptual themes Sunday, June 21, 2009
  5. 5. Art in the Age of Networked Learning OVERVIEW: art educators and new pedagogical possibilities when working with digital technology using online technologies to foster meaningful dialogue and imagery in studio art courses at Emily Carr University of Art and Design these courses are not about using the computer to make art, but rather about understanding visual principles and conceptual themes often use traditional media and then document the work for online presentation Sunday, June 21, 2009
  6. 6. Art in the Age of Networked Learning OVERVIEW: art educators and new pedagogical possibilities when working with digital technology using online technologies to foster meaningful dialogue and imagery in studio art courses at Emily Carr University of Art and Design these courses are not about using the computer to make art, but rather about understanding visual principles and conceptual themes often use traditional media and then document the work for online presentation there are obvious challenges, however, experience has revealed success in quality of work, active participation, and critical thinking Sunday, June 21, 2009
  7. 7. Art in the Age of Networked Learning OBJECTIVE OF SESSION > to share examples of how art educators are embracing networked learning and to possibly spark new ideas in other areas of education > through group discussion at the end of the session, I hope to create dialogue between practitioners from different areas regarding innovation and creativity in networked learning Questions to revisit > Are we that different from other educators? What can we learn from each other? Sunday, June 21, 2009
  8. 8. Art in the Age of Networked Learning FIRST, SOME THEORY... ... making connections between curriculum theory and ideas related to networked learning Sunday, June 21, 2009
  9. 9. Art in the Age of Networked Learning THEORY Networked Learning theory > Reconfiguring the Exchange of Knowledge “When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher -- and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better.” – John Dewey (1916). Democracy and Education. Sunday, June 21, 2009
  10. 10. Art in the Age of Networked Learning THEORY Networked Learning theory > Reconfiguring the Exchange of Knowledge “When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher -- and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better.” – John Dewey (1916). Democracy and Education. open communication Sunday, June 21, 2009
  11. 11. Art in the Age of Networked Learning THEORY Networked Learning theory > Reconfiguring the Exchange of Knowledge “When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher -- and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better.” – John Dewey (1916). Democracy and Education. open communication decentralizing the control Sunday, June 21, 2009
  12. 12. Art in the Age of Networked Learning THEORY Networked Learning theory > Reconfiguring the Exchange of Knowledge “When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher -- and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better.” – John Dewey (1916). Democracy and Education. open communication decentralizing the control active learners as opposed to passive participants Sunday, June 21, 2009
  13. 13. Art in the Age of Networked Learning THEORY Networked Learning theory > Complexity Thinking shift to collaborative and non-linear approach to learning Sunday, June 21, 2009
  14. 14. Art in the Age of Networked Learning THEORY Networked Learning theory > Complexity Thinking shift to collaborative and non-linear approach to learning act of learning is one part of a complex system Sunday, June 21, 2009
  15. 15. Art in the Age of Networked Learning THEORY Networked Learning theory > Complexity Thinking shift to collaborative and non-linear approach to learning act of learning is one part of a complex system emerging knowledge Sunday, June 21, 2009
  16. 16. Art in the Age of Networked Learning THEORY Networked Learning theory > Complexity Thinking These diagrams illustrate the difference between the traditional classroom experience with the teacher at the centre in red (centralized network) and that of a teaching and learning experience that encompasses a complexity approach (decentralized network). From: Davis, B., Sumara, D, & Luce-Kapler, R. (2008) Engaging Minds: Changing Teaching in Complex Times (2nd Ed.), New York: Routledge. Sunday, June 21, 2009
  17. 17. Art in the Age of Networked Learning THEORY Networked Learning theory > Rhizomean Curricular Landscape rhizome: a continuously growing horizontal underground stem that puts out lateral shoots and adventitious roots at intervals Sunday, June 21, 2009
  18. 18. Art in the Age of Networked Learning THEORY Networked Learning theory > Rhizomean Curricular Landscape live(d) curriculum: something in opposition to planned curriculum rhizome: a continuously growing horizontal underground stem that puts out lateral shoots and adventitious roots at intervals Sunday, June 21, 2009
  19. 19. Art in the Age of Networked Learning THEORY Networked Learning theory > Rhizomean Curricular Landscape live(d) curriculum: something in opposition to planned curriculum it is about what happens ‘between’ the teacher and students - the exchanges of communication rhizome: a continuously growing horizontal underground stem that puts out lateral shoots and adventitious roots at intervals Sunday, June 21, 2009
  20. 20. Art in the Age of Networked Learning THEORY Networked Learning theory > Rhizomean Curricular Landscape live(d) curriculum: something in opposition to planned curriculum it is about what happens ‘between’ the teacher and students - the exchanges of communication the rhizome form is divergent, extending in all directions rhizome: a continuously growing horizontal underground stem that puts out lateral shoots and adventitious roots at intervals Sunday, June 21, 2009
  21. 21. Art in the Age of Networked Learning THEORY Networked Learning theory > Rhizomean Curricular Landscape Aoki calls for a curriculum that is between, in dwelling, layered...wherein the teacher is asked to embrace the tension of working in a space between planned and live(d) curriculum, leading out to new possibilities as opposed to mere survival. From: Aoki, T. T, Pinar, W., & Irwin, R. (2005). Curriculum in a new key: The collected works of Ted T. Aoki. Studies in curriculum theory. Mahwah, NJ: Lawrence Erlbaum. Sunday, June 21, 2009
  22. 22. Art in the Age of Networked Learning THEORY Reconfiguring the Exchange of Knowledge Networked Learning Complexity Thinking Rhizomean Curricular Landscape Sunday, June 21, 2009
  23. 23. Art in the Age of Networked Learning THEORY Reconfiguring the Exchange of Knowledge Networked Learning Complexity Thinking Rhizomean Curricular Landscape Collaborative and Active Learning Art and Design + Peer Interaction and Accessibility Networked Learning Conversation and Dialogue Sunday, June 21, 2009
  24. 24. Art in the Age of Networked Learning THEORY Networked Learning Art + Design Collaborative and Active Learning "Design education should integrate design concepts and skills with practical and theoretical knowledge through collaborative learning. Computer-mediated communication systems used in web-based education systems are quite appropriate for this principle by enabling global access to course materials as well as allowing interaction of participants at distributed learning environments at anytime." "... They can no longer be passive participants in the studio...Moreover, they learn to improve themselves after their graduation, because they learn to use computer mediated communication technology." - Sagun, Aysu et al. (2001) A Framework for the Design Studio in Web-Based Education, Journal of Art and Design Education, (JADE 20.3, NSEAD). Sunday, June 21, 2009
  25. 25. Art in the Age of Networked Learning THEORY Networked Learning Art + Design Peer Interaction and Accessibility "In the foundation art studio, these new technologies have considerable potential for supporting a new classroom culture in which students are challenged to become “active learners” and the traditional role of the instructor has evolved to support a different classroom dynamic. Social networking can be used to promote better peer-to-peer interaction, to facilitate collaborative problem solving, to provide an electronic record..." - Collins, Dan et al. (2007) Social Networking for Learning Communities: Using e-portfolios, blogs, wikis, pod casts, and other Internet based tools in the foundation art studio, FATE in Review (Foundations in Art: Theory & Education), Volume 29. Sunday, June 21, 2009
  26. 26. Art in the Age of Networked Learning THEORY Networked Learning Art + Design Conversation and Dialogue Conversation within studio art courses is key to the learning process. The critique situation often leads to original ideas and it’s the type of experience that can not be planned ahead of time - non-linear and decentralized. With the online format, there is time to reflect, which allows for more insight from fellow students. "...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 Sunday, June 21, 2009
  27. 27. Art in the Age of Networked Learning how can the theory actually be applied to art and design courses? Sunday, June 21, 2009
  28. 28. Art in the Age of Networked Learning how can the theory be applied to art and design courses? SELECTED TEACHING EXAMPLES: - Working through process and dialogue > Moodle (CMS) Process Forums - Tracking and recording development > E-Portfolios - Teaching technical skills > Screenshot + Video Tutorials - Global access to resources > Podcasts - Conversation and group discussion > Chats (Text + Skype) - Individual self-reflection > Student Webcams - Collaboration, revision, and trust > Wikis Sunday, June 21, 2009
  29. 29. Art in the Age of Networked Learning how can the theory be applied to art and design courses? SELECTED TEACHING EXAMPLES: - Working through process and dialogue > Moodle (CMS) Process Forums - Tracking and recording development > E-Portfolios - Teaching technical skills > Screenshot + Video Tutorials - Global access to resources > Podcasts - Conversation and group discussion > Chats (Text + Skype) - Individual self-reflection > Student Webcams - Collaboration, revision, and trust > Wikis emphasized more within this particular presentation Sunday, June 21, 2009
  30. 30. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue Sunday, June 21, 2009
  31. 31. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  32. 32. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Student Example #1 “Abstract Representation” Assignment: Create an abstract representation of a specific musical genre, with emphasis on basic visual elements - line, shape, colour and texture. The challenge is to find a place between realism and pure abstraction. Idea = Knitting Sunday, June 21, 2009
  33. 33. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  34. 34. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  35. 35. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  36. 36. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  37. 37. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  38. 38. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  39. 39. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  40. 40. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue 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 Sunday, June 21, 2009
  41. 41. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  42. 42. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  43. 43. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  44. 44. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  45. 45. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS Sunday, June 21, 2009
  46. 46. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue Posting the completed piece to the project Forum Sunday, June 21, 2009
  47. 47. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue Sunday, June 21, 2009
  48. 48. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue Sunday, June 21, 2009
  49. 49. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue Sunday, June 21, 2009
  50. 50. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue Sunday, June 21, 2009
  51. 51. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue CRITIQUE Sunday, June 21, 2009
  52. 52. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue CRITIQUE Instructor final comments Sunday, June 21, 2009
  53. 53. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue WRITTEN REVIEWS Peer Reviews > Strengthen writing skills and teach students how to be critical about art work. Sunday, June 21, 2009
  54. 54. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue WRITTEN REVIEWS Peer Reviews > Strengthen writing skills and teach students how to be critical about art work. Casual Responses Peer Review Sunday, June 21, 2009
  55. 55. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS Instead of just showing how online forums can be used as a pedagogical tool for creative process, which can be archived and accessed indefinitely, I also want to emphasize a much larger purpose I see with these tools > meaningful dialogue with others and with the self as a part of the teaching and learning process Sunday, June 21, 2009
  56. 56. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS “working through” Sunday, June 21, 2009
  57. 57. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS Freud coined the phrase “working through” as the point of therapy when the subject realizes something relevant and feels a need to replay and reanalyze things. I connect this to how one works through the creative process - how one tests out ideas, edits concept and form. Through this process, one actually learns more about why they are doing what they are doing. Sunday, June 21, 2009
  58. 58. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS “working through” (Freud) both knowledge and self emerge in student-centred environment that embraces critical thinking Sunday, June 21, 2009
  59. 59. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS “working through” (Freud) both knowledge and self emerge in student-centred environment that embraces critical thinking the self emerges within dialogue Sunday, June 21, 2009
  60. 60. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS Dialogue, according to literary theorist and philosophical thinker Mikhail Bakhtin, can be external, between two different people, or internet, between an earlier and later self (Bakhtin, 1981). Sunday, June 21, 2009
  61. 61. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS “working through” (Freud) both knowledge and self emerge in student-centred environment that embraces critical thinking the self emerges within dialogue (Bakhtin) “dialogue can be external, between two different people, or internal, between an earlier and later self” (Bakhtin, 1981) Sunday, June 21, 2009
  62. 62. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS “working through” (Freud) both knowledge and self emerge in student-centred environment that embraces critical thinking the self emerges within dialogue (Bakhtin) “dialogue can be external, between two different people, or internal, between an earlier and later self” (Bakhtin, 1981) online learning can create personalized knowledge Sunday, June 21, 2009
  63. 63. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS Within the study of epistemology, there exists the desire to distinguish between knowledge that is merely descriptive and knowledge gained through acquaintance, termed “personal knowledge” (Polanyi, 1958). For one to really know something in relation to a concept, object or act, one needs to express an understanding of meaning. Sunday, June 21, 2009
  64. 64. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS “working through” (Freud) both knowledge and self emerge in student-centred environment that embraces critical thinking the self emerges within dialogue (Bakhtin) “dialogue can be external, between two different people, or internal, between an earlier and later self” (Bakhtin, 1981) online learning can create personalized knowledge online forums can be a place for working through knowledge, personalizing it through a dialogical process Sunday, June 21, 2009
  65. 65. Art in the Age of Networked Learning MOODLE Working through process and archiving dialogue PROCESS FORUMS + PEER REVIEWS I propose that online forums, when incorporated into curriculum, can function as a place for working through innovative concepts, both textual and visual, and that this dialogical process lends itself to contemplative self-reflection and critical discourse. Sunday, June 21, 2009
  66. 66. Art in the Age of Networked Learning ... other teaching examples >> Sunday, June 21, 2009
  67. 67. Art in the Age of Networked Learning TEXT + SKYPE CHATS Conversation and group discussion Moodle Chat Sunday, June 21, 2009
  68. 68. Art in the Age of Networked Learning TEXT + SKYPE CHATS Conversation and group discussion Multiple windows to view work and type comments simultaneously Sunday, June 21, 2009
  69. 69. Art in the Age of Networked Learning TEXT + SKYPE CHATS Conversation and group discussion Inserting archived chats into discussion forums for reference Sunday, June 21, 2009
  70. 70. Art in the Age of Networked Learning TEXT + SKYPE CHATS Conversation and group discussion Video chats allow for students to physically show work in progress Sunday, June 21, 2009
  71. 71. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #1 personal reflection website Sunday, June 21, 2009
  72. 72. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #1 personal reflection website Sunday, June 21, 2009
  73. 73. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #1 personal reflection website Sunday, June 21, 2009
  74. 74. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #2 screenshots capture key stages website Sunday, June 21, 2009
  75. 75. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #2 screenshots capture key stages website Sunday, June 21, 2009
  76. 76. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #3 team project research website Sunday, June 21, 2009
  77. 77. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #3 team project research website Sunday, June 21, 2009
  78. 78. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #3 team project research website Sunday, June 21, 2009
  79. 79. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 1) ART EDUCATOR: Dan Collins, School of Art Core Program, Arizona State University “The students are required to develop an e-portfolio to track their participation in the class.   These personal websites become sites for collaborative project development and "team investigations" that provide the class and me with the "state of the art" in the areas of 3D data capture, 3D modeling/visualization, and rapid prototyping or other 3D output.” Student #3 team project research website Sunday, June 21, 2009
  80. 80. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 2) ART EDUCATOR: Renee Van Halm, Foundation and Visual Art, Emily Carr University “The portfolios were identified by students as very valuable in complying a coherent view of the work done during the course...(this example) includes some peer reviews. The peer review is perhaps the most significant difference from f2f classes. Replacing the critique with text based responses in forums has two big advantages - everyone must reflect and "speak" to the work of their peers, the silent student is just not an option in online courses.” Excerpt from student pdf portfolio Sunday, June 21, 2009
  81. 81. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 2) ART EDUCATOR: Renee Van Halm, Foundation and Visual Art, Emily Carr University “The portfolios were identified by students as very valuable in complying a coherent view of the work done during the course...(this example) includes some peer reviews. The peer review is perhaps the most significant difference from f2f classes. Replacing the critique with text based responses in forums has two big advantages - everyone must reflect and "speak" to the work of their peers, the silent student is just not an option in online courses.” Excerpt from student pdf portfolio Sunday, June 21, 2009
  82. 82. Art in the Age of Networked Learning E-PORTFOLIOS Tracking and recording development Example 2) ART EDUCATOR: Renee Van Halm, Foundation and Visual Art, Emily Carr University “The portfolios were identified by students as very valuable in complying a coherent view of the work done during the course...(this example) includes some peer reviews. The peer review is perhaps the most significant difference from f2f classes. Replacing the critique with text based responses in forums has two big advantages - everyone must reflect and "speak" to the work of their peers, the silent student is just not an option in online courses.” Excerpt from student pdf portfolio Sunday, June 21, 2009
  83. 83. Art in the Age of Networked Learning SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills Sunday, June 21, 2009
  84. 84. Art in the Age of Networked Learning SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills Sunday, June 21, 2009
  85. 85. Art in the Age of Networked Learning SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills Sunday, June 21, 2009
  86. 86. Art in the Age of Networked Learning SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills Sunday, June 21, 2009
  87. 87. Art in the Age of Networked Learning SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills Sunday, June 21, 2009
  88. 88. Art in the Age of Networked Learning SCREENSHOTS + VIDEO TUTORIALS Teaching technical skills ART EDUCATOR: Kyla Mallett, Foundation and Visual Art, Emily Carr University On teaching “Digital Photo Essentials” course: “Instead of using textbooks and straight lectures to deliver technical information, I choose to integrate video textbooks like Lynda.com. Lynda.com is a database of online video tutorials that acts as a constantly up-to-date ‘video-textbook’...This allows students to learn certain aspects of the curriculum at their own pace, and addresses the different ways in which the ‘millennial’ generation learns... The biggest benefit to me as a teacher is that I can focus my own attention (and my own voice) to the discussions around content, creative production and criticality.  If the technical exercises are covered by this video textbook, then the time I spend either in the live or virtual classroom can be focused on ‘higher level’ discussions.” Photoshop Tutorial www.lynda.com Sunday, June 21, 2009
  89. 89. Art in the Age of Networked Learning PODCASTS Global access to resources Sunday, June 21, 2009
  90. 90. Art in the Age of Networked Learning PODCASTS Global access to resources ART EDUCATOR: Jody Baker, Media, Emily Carr University Interview with guest speaker video conference screenshot Sunday, June 21, 2009
  91. 91. Art in the Age of Networked Learning STUDENT WEBCAMS Individual self-reflection Sunday, June 21, 2009
  92. 92. Art in the Age of Networked Learning STUDENT WEBCAMS Individual self-reflection 10 second videos, audio muted Sunday, June 21, 2009
  93. 93. Art in the Age of Networked Learning STUDENT WEBCAMS Individual self-reflection 10 second videos, audio muted Sunday, June 21, 2009
  94. 94. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust Sunday, June 21, 2009
  95. 95. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust Wiki example > Group project involving the theme of “collections” in which students choose a specific topic to research and compose into a visual format. Sunday, June 21, 2009
  96. 96. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust Wiki example > Group project involving the theme of “collections” in which students choose a specific topic to research and compose into a visual format. Sunday, June 21, 2009
  97. 97. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ”” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  98. 98. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  99. 99. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  100. 100. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ”” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  101. 101. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ”” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  102. 102. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  103. 103. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  104. 104. Art in the Age of Networked Learning WIKIS Collaboration, revision, and trust ART EDUCATOR: Jody Baker, Media, Emily Carr University “There was little direction on my part. I built the basic wiki with the syllabus on the front page. I gave students credit for posting pages on the week's topic. And did they ever...rather than do class presentations, I had them post material on the wiki page for that week. They simply took off with it, adding youtubes, I added bibliographies, they did reading summaries that the other students really appreciated...there was often lively debate in the comment section of the wiki pages that continued long after the week was past. So we created an internal knowledge base for the students to draw upon as they worked on their final projects...I think we owe it to students to get them working on wikis and learn the platform. As we used to expect competence with typing, then wordprocessing, I now expect competence with wikis and blogs. ” Week 4 from Media course: “The Politics of ‘bad’ taste” website Sunday, June 21, 2009
  105. 105. Art in the Age of Networked Learning Discussion Although web-based courses are increasing in numbers, research of what occurs within these new curriculum spaces, in particular critical dialogue across multidirectional conversations, is lacking. The internet can now be considered a tool in facilitating critical dialogue within peer-centered learning but we need to know more about how students learn in a networked society and how to ‘pedagogically re-engineer’ the curriculum. are art educators using online technology any differently than other educators? what can we learn from dialogue between different disciplines? can you think of a creative use of online technology to share with others? Sunday, June 21, 2009

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