Online portfolio affordances for Visual Arts educators

2. Networked content creation

3. Networked innovation

1. Self-publication

Prepared 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.

Visual Arts

Visual Design

Media

Teaching

Other

What are affordances? More than MacGyverisms.

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A simple illustration of the aspects of affordances

free or costlypresent or absentvisible or hidden

perceived or missedfunctioning or not working

First set of action possibilitiesProperty 1

an Object’s tactical affordances

Subject

TechnologicalPedagogicalSocial

may use

Property 2 Second set of action possibilities

Etc…

Strategic objectivesQualities

The computer is configurable = a very different tool

THE 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 Aviary

THE 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).

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Software application’s semiotic interface

PLATFORM

perception

invokes an action

learns

functionality offering

feedback

Browser

Operating System

Desktop, laptop, notebook, netbook or mobile

software experience

Device

brand

USER DEVELOPERDEVELOPER’S DEPUTY

interpretation

coded language

The semiotic complexity of the “speakers” in ICT

Three major trends driving technological affordances

Cheaper ICT

Faster bandwidth

Low storage costs

Web 1.0 Web 2.0 What the change means for education

Licensed or purchased > Free = Easily adoptable

Expert publishers > Easy-to-publish = All have a voice

Isolated > Collaborative= Co-create knowledge

Unrated content > Rateable = Rate and share reviews

Single source > Mash-ups= Easily contrast information

Proprietary code > Open-source= Can be peer-reviewed

Copyrighted content > Shared content = Customise publications

Directory (taxonomy) > Folksonomy (tagging) = Personal meanings

Advertising > Word-of-mouth = Reputation management

Push content > Pull content= What interests me

Passive consumer > Interactive prosumer = Value can be co-created

The passive consumer’s mind shifts to the active prosumer’s

Based on a table from the book Web 2.0: New Tools, New Schools

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)

Prosumer affordances are relevant @ High School

Collaboration and communities of practice

Online gaming

Citizen journalism

Software development

Scientific collaboration

HIGH COLLABORATION

Social networkingSocial bookmarkingProduct recommendation

Networked content creation

Networked innovation

BloggingSharing videos, images and musicRating others’ workProviding reviews

Self-publication

MEDIUM COLLABORATION

LOW COLLABORATION

Visual Arts

Writing

MusicVisual Design

PhysicsComputer Science

Chemistry

Photography

Teaching

Video

Creators - Critics - Collectors - Joiners - Spectators – Inactives

Useful online software for Visual Art and Design

• Portfolios• Graphic software• Photo and video-editing software

LOW COLLABORATION

HIGH COLLABORATION

MEDIUM COLLABORATION

• Creative communities• Creative training• Arts publications• Social bookmarking

• Arts-related journalism• Graphics software development

HIGH COLLABORATION

The pedagogy of Visual Arts and Visual Design’s studio-based education is well-suited to

experimentation with digital affordances.

Why trial digital literacy modules in the Visual Arts?

• Creative self-definition: build one’s creative CV• Searchable: be visible online• Motivation: become part of Arts History• Prepare for adulthood: out-of-school opportunities• Raise standards: view professional portfolios• Digital literacy: start learning about synthetic art• Long-term vision: non-corporate, creative-self-identity• Life-long learning: continuous self-improvement• Learn from mistakes: better early, than late!

Prosumer services’ strategic affordances in visual courses

POSITIVE PEDAGOGICAL AFFORDANCES FOR STUDENTS

• Create a digital archive of evidence• Raise the profile of Visual Culture

+ FOR TEACHERS

Prosumer services’ strategic affordances in visual courses

POSITIVE SOCIAL AFFORDANCES FOR STUDENTS

• Get feedback: peer-to-peer, school-to-school• Interact with other teachers and experts• Learn about self-promotion: low-cost experimentation• Raise the profile of South African art and design online

+ FOR TEACHERS

• Become (more) digitally literate• Publish their knowledge; become a domain expert• Interact with other schools and institutions• Prepare their students for the real-world

The computer medium is different. Different outcomes.

Teaching about environmental affordances supports traditional art.

• Simulation versus lived-in reality• 2D screen display versus 3D tactile environment• Digital file versus analog output• Obsolescent versus durable media• Include an affordances checklist in grade 11’s

module focused on strategic affordances

AVOID THE INFANTILISM OF CYBER-HYPE!

Preparing the youth? Generation C(ontent)

2005 Pew Internet & American Life Project survey Teen Content Creators andConsumers revealed that over half of all teens with access to broadband werecreating content for it. December 2007’s sequel report Teens and Social Mediaconfirmed that teen content creation is rapidly becoming more prevalent than firstindicated.

“C” issues! Privacy, security, copyright, feedback EQ, …

Does your curricula inspire students to be digitally literate?

1. Understand and respect copyright (where relevant)2. Understand the difference between public and

private voice (if digital, probably not private)3. Respect others online with emotionally intelligent

ratings and feedback (cyber-bullying policy?)4. Know how to protect their safety (safeguard contact

details)5. Identify spam. Spot scam. Kill viruses.6. Be effective prosumers.

Positive affordances create value, negative ones create problems.

Online software is either a benefit or a hazard. If it’s not a benefit, that’s not this teacher’s

problem!

CarbonMade’s example. Please read handout!

But wait…. there’s so much more!

Thanks for your time. Have fun!

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