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Affordances Of Online Software For High School Visual Arts

This document discusses online portfolio affordances for visual arts educators. It discusses how self-publication, networked content creation, and networked innovation can provide opportunities for students. Specifically, it focuses on how these affordances allow students to define themselves creatively, make their work searchable and visible online, participate in art history, learn digital literacy skills, and gain experience that prepares them for life after school. However, it also cautions that teachers should ensure students understand issues like privacy, copyright, providing appropriate feedback, and protecting their safety online. The document provides examples of software and services that can be used to take advantage of these affordances in a safe and productive way.

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Online portfolio affordances for Visual Arts educators1. Self-publicationTeachingVisual ArtsVisual Design2. Networked content creationMediaOther3. Networked innovationPrepared for a CPUT Technology and Education student research exercise by Travis Noakes, who hereby asserts his moral right as this presentation’s author.© Travis Noakes 2010.
What are affordances? More than MacGyverisms.Downloaded from www.fanpop.com
A simple illustration of the aspects of affordancesan Object’s tactical affordancesmay useProperty 1First set of action possibilitiesSubject Property 2Second set of action possibilitiesEtc…QualitiesStrategic objectivesfree or costlypresent or absentvisible or hiddenperceived or missedfunctioning or not workingTechnologicalPedagogicalSocial
The computer is configurable = a very different toolTHE PEDAGOGICAL CHALLENGEIt is important that students are encouraged to think about the varied opportunities that different computerhardware configurations and software afford in art and design.Simple examplesDesktop, laptop, netbook, iPad, mobile phone Microsoft, Apple or Ubuntu OSCorel, Adobe or AviaryTHE PEDAGOGICAL OPPORTUNITYAddress the Arts and Culture curriculum’s traditional neglect of logical thinking; which could be more explicitly included within the Arts and Culture Assessment standards (Barnes and Venter, 2008: 18).
2/20/10Travis Noakes5The semiotic complexity of the “speakers” in ICTUSERDEVELOPERDEVELOPER’S DEPUTYSoftware application’s semiotic interfaceperceptionbrandsoftware experiencefunctionality offeringinterpretationinvokes an actionfeedbackcoded languagelearnsPLATFORMDesktop, laptop, notebook, netbook or mobileDeviceOperating SystemBrowser
Three major trends driving technological affordancesCheaper ICT Faster bandwidthLow storage costs
The passive consumer’s mind shifts to the active prosumer’sWeb 1.0 Web 2.0 What the change means for educationLicensed or purchased > Free = Easily adoptable Expert publishers > Easy-to-publish = All have a voice Isolated > Collaborative = Co-create knowledgeUnrated content >Rateable = Rate and share reviewsSingle source > Mash-ups = Easily contrast informationProprietary code > Open-source = Can be peer-reviewedCopyrighted content > Shared content = Customise publications Directory (taxonomy) >Folksonomy (tagging) = Personal meaningsAdvertising > Word-of-mouth = Reputation managementPush content > Pull content = What interests mePassive consumer > Interactive prosumer = Value can be co-createdBased on a table from the book Web 2.0: New Tools, New Schools
Prosumer affordances are relevant @ High School Department of Education’s National Policy
Support OBE’s democratic objectives.
Help bridge the digital divide
Addresses the relevance gap, in part.
Helps bridge the participatory gap.
Accommodate diverse students’ needs(especially introverts and non-conformists)
Collaboration and communities of practiceLOW COLLABORATIONTeachingBloggingSharing videos, images and musicRating others’ workProviding reviewsSelf-publicationVisual ArtsVisual DesignMusicPhotographyVideoMEDIUM COLLABORATIONSocial networkingSocial bookmarkingProduct recommendationNetworked content creationWritingHIGH COLLABORATIONOnline gamingCitizen journalismSoftware developmentScientific collaborationNetworked innovationComputer SciencePhysicsChemistryCreators - Critics - Collectors - Joiners - Spectators – Inactives
Useful online software for Visual Art and DesignLOW COLLABORATIONPortfoliosGraphic softwarePhoto and video-editing softwareMEDIUM COLLABORATIONCreative communities
Creative training
Arts publications
Social bookmarkingHIGH COLLABORATIONHIGH COLLABORATIONArts-related journalism
Graphics software developmentWhy trial digital literacy modules in the Visual Arts? The pedagogy of Visual Arts and Visual Design’s studio-based education is well-suited toexperimentation with digital affordances.
Prosumer services’ strategic affordances in visual coursesPOSITIVE PEDAGOGICAL AFFORDANCES FOR STUDENTSCreative self-definition: build one’s creative CVSearchable: be visible onlineMotivation: become part of Arts HistoryPrepare for adulthood: out-of-school opportunitiesRaise standards: view professional portfoliosDigital literacy: start learning about synthetic artLong-term vision: non-corporate, creative-self-identityLife-long learning: continuous self-improvementLearn from mistakes: better early, than late!+ FOR TEACHERSCreate a digital archive of evidence