The challenge of elearning in art and design
Download as PPTX, PDF2 likes327 views
The document discusses the challenges and perceptions of e-learning in art and design education, emphasizing the significant gap between the rhetoric of innovative practices and actual instructional methods. It highlights resistance to e-learning due to traditional didactic approaches, leading to a lack of essential skills among graduates for the knowledge economy. The narrative also explores the role of technology, such as iPads and social media, in enhancing learning experiences and identifies the need for changes in pedagogical approaches to better integrate e-learning into art and design curricula.
![Enter the iPad(s)…
Stage 2
The innovation > UTAUT + Phenomenography
Four key determinants:
a) effort expectancy
(use of a technological innovation is perceived as free of effort);
b) performance expectancy
(extent it is perceived as improving work performance);
c) social influence
(extent to which peers consider to adopt the technology);
d) facilitating conditions
(extent to which technological infrastructure exists)
[Unified Theory of Acceptance and Use of Technology]](https://image.slidesharecdn.com/1122016-161203093643/85/The-challenge-of-elearning-in-art-and-design-38-320.jpg)
The challenge of elearning in art and design
- 2. The challenge of elearning in Art and Design education
- 4. A narrative about the research journey
- 5. From little things, big things grow… 2003: You will have a VLE! Specialist Art and Design Institution Panic > What is a VLE? > Will it replace us? Anecdotal evidence became a trigger…
- 6. From little things, big things grow… Elearning in art and design: Perceptions and practices of lecturers in undergraduate studio-based disciplines and the rhetoric of innovative practices
- 7. From little things, big things grow… A phenomenographic study • To unpack the variation of what is there (Referential aspect) • …and how it manifests (Structural aspect)
- 8. From little things, big things grow… • 19 specialist institutions • Over 40 participants
- 9. From little things, big things grow… • Significant incongruence <> rhetoric of elearning and competencies for the knowledge economy • Due to instructional methods widely practised in art and design disciplines - didactic approaches • Misconceptions and resistance to affordances possible with elearning
- 10. From little things, big things grow… • In Art and Design we do not promote information management, 21st century skills • A significant number of graduates do not acquire skills and competencies for knowledge economy
- 11. Why do we teach the way we teach in Art and Design… Souleles, N. (2013). The evolution of art and design pedagogies in England: Influences of the past, challenges for the future. International Journal of Art & Design Education, 32(2), 243-255.
- 12. Why do we teach the way we teach in Art and Design…
- 13. Why do we teach the way we teach in Art and Design… • The primacy of the artefact • Subjectivist epistemologies • Practitioners as teachers… “This ‘incestuous loop’ must be broken…” as stated by Muratovski Research for Designers, 2016
- 14. Disciplinary differences Critical assumptions we make about technology-enhanced learning: • Most research is top-down • We rarely consider disciplinary differences Disciplines have their distinctive cultural characteristics, tribes… This consideration tends to be largely overlooked in research…
- 15. Disciplinary differences Drew, L. (2002) Gruba, P. (2001) Grove-White, A., Johal, D. (2004) “…At the University there was an historical reluctance in the School of Art and Design to engage with the VLE because of the importance of studio-based, student teacher interactions…” The Social Informatics Research Unit et al., 2003
- 16. Disciplinary differences Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European Higher Education Institutions, November 2014: Results of a mapping survey. Brussels: European University Association.
- 17. What about the tools? • Phenomenography • Action Research • Phenomenology • Inductive Content Analysis • Grounded Theory • Ethnography
- 18. What about the tools? Souleles, N. (2012, April). Phenomenography and elearning in art and design. In Proceedings of the 8th International Conference on Networked Learning, Maastricht School of Management, Netherlands. “…The combination of structural and referential aspects revealed through phenom research paradigms that can focus on narrower aspects of elearning implementation in art and design…”
- 19. Making a start… Souleles, N. (2012). Perceptions of undergraduate Graphic Design students on the educational potential of Facebook. Research in Learning Technology, 20. • Popularity of Facebook among university students • Conflicting conclusions in the literature • Perceptions of undergraduate Graphic Design students • Context: The signature pedagogies
- 20. Making a start… • Traditional function of design studio physical space - learning through social interactions • Increasingly, diminishing resources, institutions difficult to sustain vibrant design studio • Teaching and learning extend beyond physical design studio to an online virtual space distributed across space and time
- 21. Making a start… Looked at: • Frequency of use • Form and pattern of use • Perceived effect on studies • Facebook versus physical studio
- 22. Research informing teaching and learning… • Make it an integral part of curriculum, but… consider main points from previous study • Technical action research • Pre-defined challenge: To investigate how Facebook can be embedded in a study unit on typography Souleles, N. (2012). An action research project on the use of Facebook in an undergraduate visual communication study unit. Art, Design & Communication in Higher Education, 11(2), 127-141.
- 23. Research informing teaching and learning… • 40 students in two classes • Set up closed Facebook group • 10% of overall grade • Useful and relevant contribution was deliberately defined in broad terms • Discreet involvement of facilitator
- 24. Research informing teaching and learning… • Posts to the group > content analysis - open coding • Online survey consisting of open and multiple-choice questions • Focus group consisting of five students • Triangulation
- 25. Research informing teaching and learning… 1. Seeking formative feedback 2. Seeking clarifications on assignments 3. Requesting administrative information 4. Sharing Internet-based information 5. Describing/communicating their actions 6. Making humour 7. Peer to peer communication 8. Peer to peer feedback
- 26. Research informing teaching and learning… How much did you use the Facebook group?
- 27. Research informing teaching and learning… How useful?
- 28. Research informing teaching and learning… The weight of the assignment (10%)?
- 29. Research informing teaching and learning… A growing source of informal learning… (30-40 each year)My PhD student: Develop a taxonomy of informal learning
- 31. Enter the iPad(s)… Two major considerations: - Wide / diverse sample within art and design - Both perspectives, learners and teachers Prosser and Trigwell (2000) - Understanding Learning and Teaching • Teaching and learning closely related • Required alignment is between the student’s and the lecturer’s perception of teaching and learning.
- 32. Enter the iPad(s)… Souleles, N., Savva, S., Watters, H., Annesley, A., & Bull, B. (2015). A phenomenographic investigation on the use of iPads among undergraduate art and design students. British Journal of Educational Technology, 46(1), 131-141. Souleles, N., Savva, S., Watters, H., & Annesley, A. (2016). Perceptions of art and design faculty on the instructional value of iPads. Technology, Pedagogy and Education, 1-13. Collaboration with Falmouth University Leading international specialist creative institution Stage 1 Stage 2
- 33. Enter the iPad(s)… Stage 1 BA Multimedia and Graphic Arts — CUT BA Fine Arts — FalU BA Drawing — FalU BA Illustration — FalU BA Contemporary Crafts — FalU BA 3D Design — FalU BA Interior Design — FalU BA Textile Design — FalU BA Fashion Design — FalU BA Performance, Sportsware Design — FalU BA Fashion Photography — FalU
- 34. Enter the iPad(s)… Stage 1 Utilities Camera, Calculator, Dictionary & Thesaurus, iStock Photo Networking Facebook, Skype, Twitter… Productivity AdobeReader, Book Creator Express, Evernote Creativity ArtStudio Lite, ColorSchemer, llustrator Lite, Instagram
- 35. Enter the iPad(s)… Stage 1 Preference for tactile learning experiences Supported learning preliminary stages of coursework Communication purposes Divergent views on value of available apps Apps in “Creativity” category were used less than those in “Utilities” and “Social Networking” It cannot be claimed > “breakthrough” for teaching and learning
- 36. Enter the iPad(s)… Stage 2 Need for reliable formula to explain acceptance or rejection of technologies Early TAMs (Technology Adoption Models) • Motivation of the user, • Perceived ease of use • Perceived usefulness Can influence attitudes towards acceptance and usage of technology
- 37. Enter the iPad(s)… Stage 2 Recent studies neither perceived ease of use nor perceived usefulness of technology are significant determinants of intention Extent to which a technology can enhance instruction, BUT Contextual factors function as constraints and what of self-efficacy?
- 38. Enter the iPad(s)… Stage 2 The innovation > UTAUT + Phenomenography Four key determinants: a) effort expectancy (use of a technological innovation is perceived as free of effort); b) performance expectancy (extent it is perceived as improving work performance); c) social influence (extent to which peers consider to adopt the technology); d) facilitating conditions (extent to which technological infrastructure exists) [Unified Theory of Acceptance and Use of Technology]
- 39. Enter the iPad(s)… Stage 2 Thirty-two (32) faculty members from both institutions Twenty (20) different design areas Creative Writing Computer Graphics Drawing Fashion Design Fashion Photography Fine Arts Graphic Design Human–Computer Interaction Illustration Information Design Interior Design Multimedia Design Performance Print Making Product Design Semiotic Theory Sportswear Design Textile Design Web Design 3D Design.
- 40. Enter the iPad(s)… Stage 2 How easy do you consider it is to use the iPad for teaching and learning? (Effort expectancy) Referential (What) Structural (How) A) Very easy Effortless completion of certain tasks B) Depends upon the task Some tasks require more effort than others C) Not easy Time-consuming to properly complete task
- 41. Enter the iPad(s)… Stage 2 Some conclusions: • Minimal connection to the signature pedagogies • Primary concern > appropriate pedagogies decisive for the adoption of the tablet • Inherent and obvious educational affordances not widely evident
- 42. A narrative about the research journey
- 43. Fostering a community 1st International Conference on the use of iPads in Higher Education (ihe2014) – Paphos, Almyra Hotel, 20 – 22 March 2014 (80 delegates) 2nd Biennial International Conference on the use of Pads in Higher Education (ihe2016) - University of San Francisco, 16-18 March 2016 (120 delegates) ihe2018 - In England…
- 44. Fostering a community University of Western Sydney (UWS) This is what half of 30,000 iPads looks like… Every department has an appointed instructional designer Pioneered internet-enabled open exams with iPads
- 47. A narrative about the research journey
- 48. Sidetracking… Sources of informal learning and undergraduate graphic design students: A grounded theory approach • Glaser classic model Grounded Theory • One year to get our heads around it… • Had to find an unexplored theme • Informal learning patterns among graphic design graduates • Deductively develop formal theory
- 49. Sidetracking… But why? • 70% of learning is informal… • Formal education caters only for 30%… Significant amount of learning for graphic designers occurs in situ to address varied and mostly small-scale design challenges in constantly changing working environments… We used to call it ‘lifelong learning’…
- 50. Sidetracking… But why? • Use of different combinations of sources and strategies, mediated by limiting factors • Reliance on online sources substantial • Obvious implications for teaching and learning - highlights need to embed information literacy and management competencies We are not good at this…
- 51. Back on track… Elearning in art and design: the elephant in the room
- 52. Back on track… THRESHOLD CONCEPTS = Within each discipline essential and significant body of troublesome knowledge Difficult - unintuitive to comprehend, once understood has potential transform perceptions Irreversible, hard to unlearn Integrative, exposes inter-relationships between concepts and ideas Souleles, N. (2015, March). Elearning in art and design: the elephant in the room. Conference: INTED2015, Madrid, Spain. DOI: 10.13140/2.1.4686.5440
- 53. Back on track… The change >> Focus away from replacing, replicating art and design instructional strategies, physical interaction of studio Instead, elearning >> Comprehended as essential, complementary component of variety of instructional strategies it can enhance Requires departure from incorrectly perceived role, conceptual move towards a new direction Can trigger a transformative awareness of what is possible instead of what is not doable ***
- 54. Back on track… Example of what is doable: How the traditional crit with associated problems (student performance anxiety), can be complemented with blended learning Combined physical studio and online facilities such as collaborative documents, mind-mapping tools and e-portfolios The motivation >> to promote a participative community of inquiry among students Barber, T. C. (2011). The online crit: The community of inquiry meets design education. International Journal of E-Learning & Distance Education, 25(1).
- 55. I am keeping this… elearning in Art and Design is a threshold concept
- 56. One more eye-opener… • Continuous debate in art and design Souleles, N. (2016). iPad versus traditional tools in art and design: A complementary association. British Journal of Educational Technology. DOI: 10.1111/bjet.12446 • Digital versus traditional media • Empirical literature is limited • …and debates continue
- 57. One more eye-opener… Souleles, N. (2016). iPad versus traditional tools in art and design: A complementary association. British Journal of Educational Technology. DOI: 10.1111/bjet.12446 • Cohort of art and design students undertook instructional task, but instead of using paper and pencil, they used iPads :) • Two classes/groups, n=32 • Visualization of ideas to address a specific conceptual challenge • Visualize different ways of weighing an elephant
- 58. One more eye-opener… Souleles, N. (2016). iPad versus traditional tools in art and design: A complementary association. British Journal of Educational Technology. DOI: 10.1111/bjet.12446
- 59. One more eye-opener… Souleles, N. (2016). iPad versus traditional tools in art and design: A complementary association. British Journal of Educational Technology. DOI: 10.1111/bjet.12446 • Inductive qualitative content analysis (IQCA) • Saturation was easily achieved • Categories open-coded and clustered into groups • My assumption = the WOW factor…
- 60. One more eye-opener… Souleles, N. (2016). iPad versus traditional tools in art and design: A complementary association. British Journal of Educational Technology. DOI: 10.1111/bjet.12446 Category 1: Advantages of iPad Category 2: Disadvantages of iPad Category 3: Advantages of traditional media Category 4: Disadvantages of traditional media But this is not important…
- 61. One more eye-opener… Souleles, N. (2016). iPad versus traditional tools in art and design: A complementary association. British Journal of Educational Technology. DOI: 10.1111/bjet.12446 Category 5: Conditional use of either set of tools This is important…
- 62. One more eye-opener… “. . .What is indicated for our time. . . is not succession of media and educational procedures, like a series of boxing champions, but coexistence based on awaren of the inherent powers and messages of each of these unique configurations.” McLuhan (2003). Electronic Revolution: Revolutionary Effects of New Media
- 63. Looking at the wrong thing… Traditional Media New Media Innovation is here… Just as we assume there are no disciplinary differences…
- 64. Looking at the wrong thing… New Media Innovation is here… Traditional Media “…coexistence based on awareness of the inherent powers and messages of each of these unique configurations…”
- 65. I am keeping these two… elearning in Art and Design is a threshold concept elearning innovation in Art and Design at the overlap between traditional and new media
- 66. A matter of self-efficacy… If the elephant in the room continues to be ignored, then increasingly it will resemble an ostrich…
- 67. Meanwhile… For on-going professional practice form follows function
- 68. Meanwhile… The challenge for Art and Design is to perceive elearning through the same dictum and come up with variety of useful, appropriate uses
- 69. …and thus the journey continues…
- 70. As long as something has never started, one never has to worry about it ending. It has endless potential… elearning in Art and Design
- 72. Subjectivist epistemologies Subjectivist epistemologies > Practice is de facto research… Feast, L. & Melles, G. (2010). Epistemological Positions in Design Research: A Brief Review of the Literature (pp. 1-5). Proceedings of the 2nd International Conference on Design Education. Sydney, Australia: University of New South Wales. Approximately 300 journal articles Research for art and design as part of a “cognitive” tradition of art as a form of research with a “small r”…
- 73. Benefits of elearning Joint Information Systems Committee (JISC). (2008). Exploring Tangible Benefits of e-Learning: Does investment yield interest. Northumbria, UK: Northumbria University. _ Effect on learning (e.g. context, style, insight and reflective practice) _ Effect on exam results _ Effect on student personal development (e.g. skills, employability, confidence) _ Student satisfaction with e-learning (e.g. effect on motivation, attendance and enjoyment, as shown in national survey, institutional survey, module evaluation, focus groups, or other) _ Innovation in teaching, learning and assessment (e.g. stimulus to creative approaches)
- 74. Benefits of elearning Joint Information Systems Committee (JISC). (2008). Exploring Tangible Benefits of e-Learning: Does investment yield interest. Northumbria, UK: Northumbria University. _ Influence on educational research _ Staff satisfaction with e-learning _ Effect on staff personal development (e.g. skills, employability, confidence) _ Influence on recruitment (students or staff; e.g. through greater accessibility; opening up new markets) _ Influence on retention (e.g. students or staff)
- 75. Benefits of elearning Joint Information Systems Committee (JISC). (2008). Exploring Tangible Benefits of e-Learning: Does investment yield interest. Northumbria, UK: Northumbria University. _ Influence on policy (e.g. institutional, faculty/school, departmental, or other extraconstitutional body) _ Effect on resources (e.g. effect on cost of delivery, time, applying full economic costing to teaching and learning) _ Modifications to learning spaces (e.g. libraries, wireless networks, informal learning spaces) _ Effect on management of learning assets (e.g. institutional IP, repositories) _ Effect on a social justice agenda (e.g. widening participation, provision of space for consideration of differing or challenging perspectives)