Facebook can be used to create transnational art and design education experiences. This project involved art students from universities in Trinidad, Barbados, and Martinique discussing and sharing their work on a Facebook group. Over 40 posts were made, with students introducing themselves, sharing photos of their work, and providing feedback to each other. While challenges included superficial feedback and a bias towards fine art, the Facebook forum allowed for cross-disciplinary discussions and increased student engagement across the Caribbean. With improved guidelines and balanced participation, social media can play a role in connecting art students internationally.

1. Creating a transnational experience
in art and design education
in the Caribbean via social media
Lesley-Ann Noel
The University of the West Indies
St. Augustine, Trinidad & Tobago

2. Although Facebook is seen as a distraction by
many educators, nevertheless it can play a
valuable role in creating a transnational
experience in art and design education, by
providing a platform for students from different
schools to discuss, critique and collaborate on
work, as was seen in this example of a
Facebook project of three art and design
institutions in the Caribbean.
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3. Literature Review
“Analyzing knowledge dimensions and cognitive process of a project-based
online discussion instructional activity using Facebook in an adult and
continuing education course”
Peng-Chun Lin, Huei-Tse Hou, Shu-Ming Wang, Kuo-En Chang
“Social Media Use in Higher Education: Key Areas to Consider for Educators”
Julia E. Rodriguez MERLOT Journal of Online Learning and Teaching Vol. 7,
No. 4, December 2011
“ ‘Screw Blackboard... do it on Facebook!’: an investigation of students’
educational use of Facebook”
Neil Selwyn London Knowledge Lab - University of London, Institute of
Education, UK
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4. We can each launch the blogs and have a sense of what the
emerging talent is throughout the Caribbean …the blog can
continue to live on as an archive...linked to the institution's main
site, and the project can develop annually with each successive
graduating class sharing their work virtually.
It mitigates isolation and might foster regional
collaboration and a sense of community for the graduates.
Why don't we form a large FB group for the participating
students and lecturers? This is a different activity to the blog -
to actually promote the networking among the students.
My class does a lot of brainstorming and discussion via
FB already.
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5. Setting
Common Heritage:
• First Nations
• Geographical Location
• Plantation History
Barbados & Trinidad
• Anglophone
• Former British Colonies
Martinique
• Francophone
• Overseas Department of
France
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6. Participating institutions
University of the West Indies Barbados Community Iravm
Trinidad & Tobago College 28 year old institution
60 year old university 44 year old college focusing on
25 years of Art and Design 16 years of Art and Design Contemporary Art
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8. Results & Discussion
▪ 41 posts of significance – either introductions or photos with some
rapport established through comments
▪ 13 students introduced themselves and posted an external link to an
online portfolio
▪ 8 students posted photos of their work – 5 BCC, 1 UWI – Design,1
UWI- Fine Art, 1 IRAVM
▪ One student posted 11 times throughout the period and got
feedback from all four programs in the three territories and was able
to benefit from advice from lecturers from different countries.
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17. What worked?
▪ Cross disciplinary (fine art and design) and
trans Caribbean discussion started through
this forum
▪ Increased student engagement evident
through ‘likes’ and comments – no matter how
superficial.
▪ Posts generally positive –
“interesting”, “nice”, “strong” or asking about
process and materials, thereby expanding
students’ knowledge.
▪ Act of presenting their work to an unknown
audience forced some reflection. Effective
written presentation requires preparation
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18. What worked?
▪ Facebook platform has no hierarchy -
lecturer’s voice is not ‘louder’ than students.
▪ Self evaluation and evaluation of peers are
integral to the critique process and therefore
expanded the classroom activity, engaging
students in a subtle way.
▪ Ability to see whether messages have been
received or not (new)
▪ Greater Engagement strengthened
relationship between most active lecturers
and students
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19. Challenges
• Quality of posts – uncaptioned photos, work
presented without rationale or statement
• Feedback quality - Lack of comments,
superficiality of comments, always positive
• Multidisciplinarity - Fine Art bias in 2011 group.
• Facebook changes - functionality, posts difficult
to bookmark, don’t follow chronological order
• Language barrier
• Difference in academic calendar
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20. Way forward
▪ Better Guidelines for posting and critique
• Select driving questions or controversial issues as
project topics:
• Allow ample time for online discussion:
• Provide a structured rubric for online discussions:
• Pay attention to the effects that individual
differences may exert on the learner’s
interactions
▪ (Peng Chun Lin)
▪ More balanced mix of students

21. Conclusion
▪ The use of Facebook in art and design
education is not without its challenges
but it can play a role in increasing
student engagement and interest and in
the world beyond their own. These more
engaged students are often more open
to discussion, critique and collaboration,
and these benefits make it a useful tool
in art and design education.
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