Elaine Garcia, Plymouth College of Art:  The blog learning cycle - lessons from Mel's Great Editorial Race
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Elaine Garcia, Plymouth College of Art: The blog learning cycle - lessons from Mel's Great Editorial Race



Elaine Garcia, Plymouth College of Art:

Elaine Garcia, Plymouth College of Art:

The blog learning cycle - lessons from Mel's Great Editorial Race



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  • This presentation is based on a paper that was presented at the Internation Conference on Technology and Educational Development 2012 in Valencia. This was a collaborative effort between myself, Mel and Ibrahim Elbeltagi from the Unversity of Plymouth.
  • Aims to introduce students to traditional client-led brief within the classroomStudents work to a commission for a client and visually interpret a message that needs to be conveyed to a particular audience in a given contextStudents are placed in teams by the Programme Team and the teams are required to compete against each other to “win” the job
  • Students chose to use
  • The Learning Cycle…..
  • Writing - self reflective processReading reflection triggered through readingReading and Commenting – reflectionCommenting – reflective dialogueCan start at any point in the cycleWe undertook content analysis
  • All groups were however keeping in contact in other ways not just those with lower results

Elaine Garcia, Plymouth College of Art: The blog learning cycle - lessons from Mel's Great Editorial Race Presentation Transcript

  • 1. The Great Editorial Race Elaine Garcia & Mel Brown
  • 2. CONTEXT• Based within the FD / BA (Hons) Illustration Programme – Year 2• Optional Module – Illustrative Practices• Assignment – Competitive Spirit• Project – Great Editorial Race
  • 3. CONTEXTTraditional client-led brief withinthe classroomCommission for a client andvisually interpret a messagethat needs to be conveyed to aparticular audience in a givencontextWork in teams and competeagainst each other to “win” thejobCollective Group Blog isrequired to be set up bystudent team
  • 4. CONTEXTMinimum of 10 illustrationsneed to be completedJudged by the “client”Deadline set for submissionto “client”Teams can submit morethan one entry
  • 5. CONTEXTWinner awarded (fictional)Illustration poundsSecond Place wins havethe prize amountLate submission: fineddoubleWinner is the team whohas the most money at
  • 6. WHY USE BLOGS?• Flexible, interactive, easy to use for reflection• Support peer and social learning communities• Allow others to read and comment• Discuss experiences – primary / secondary – Actual, recalled and artificial• Flexible Media – text, images, videos, links
  • 7. EXPERIENTIAL LEARNING• Allow students to gain real life experience• David Kolb – Learning occurs through the transformation of experience – Emphasis is on the process not the outcome of learning – Transformational process – knowledge
  • 9. BLOGS AND EXPERIENTIAL LEARNING• Enable learning through – writing, reading, receiving comments and posting comments• Collective blogs allow collaborative learning• Sharing, creating, analysi ng and evaluating knowledge• Social and
  • 11. The Great Editorial Race
  • 12. The Great Editorial Race
  • 13. The Great Editorial Race
  • 14. The Great Editorial Race
  • 15. The Great Editorial Race
  • 16. The Great Editorial Race
  • 17. FINDINGS• Total posts – 64% in FB, 19% in WWSY, 17% in IN• Comments – 78% in FB, 15% in WWSY, 7% in INHowever students also stated they kept in contact via: • Facebook • face to face • text (messaging)• Experiential Learning – 67% in FB, 19% in WWSY, 15% in IN• Therefore the greater the activity, the greater the learning
  • 18. FINDINGS• Higher numbers of images • 70% in FB, 20% in WWSY and 10% in IN• Comments indicate higher levels of engagement within FB with other teams often posting after submission• Within FB all members contributed• Within IN and WWSY at least one team member failed to engage• Maximum contributions from one individual: FB = 71, WWSY = 16, IN = 7• Maximum posts from one individual: FB = 26, WWSY = 7, IN = 8• Average comments per post: FB = 2.8, WWSY = 1.8, IN = 0.9• Learning could possibly therefore be attributed to each of these aspect
  • 19. DISCUSSION• Experiential Learning has occurred to varying degrees• Greater blog use appears to indicate greater learning• Only within FB is the full cycle complete• Within IN and WWSY the perception continuum appears to be less developed – lack of engaged feedback• Possible lack of reading within WWSY and IN• FB evidence of reflective learning – respond, seeking feedback, encourages other to seek feedback• Assessment not part of task may have resulted in lack of engagement• Art and Design context – more visual use of blogs
  • 20. CONCLUSIONS & RECOMMENDATIONS• Collective blogs can be used to support experiential learning• Evidence of support for reflective learning• Dependent upon individuals, and active engagement• Need four key aspects - reading, writing, leaving comments and receiving comments• Triggers - self-reflection, reflection triggered by reading, reflective dialogue• Appear to be useful in Art and Design for critique of visual images• Need to consider assessment – will it inhibit effective reflective learning• Future studies could consider engagement with authentic audiences
  • 21. TO FIND OUT MORE…..Garcia, E., Brown, M., Elbeltagi, I (2012) The Effectivness of Collective Group Blogs as a Tool for Reflection Within Experiential Learning Projects: A Case Study of Simulated Work Based Learning Within Higher Education.Proceedings of the Conference of Technology and Educational Development, 7-9 March 2012, Valencia: IATED Contact: Elaine Garcia – egarcia@plymouthart.ac.uk Twitter – ela1negarc1a