Visual arts classroom changes post- online portfolio appropriation and discussions

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Online portfolio use, Visual Arts classroom changes and related discussions.

EducatorEducator

LearnerLearner

Research exploration.

@travisnoakes PhD in Media Studies student.University of Cape Town,Centre for Film and Media Studies.

2012/08/03 @travisnoakes presentation to Prof. David Buckingham’s workshop

PeersPeers


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2010 - 2012

Action research project with Visual Arts educators at an independent and government school

Where?



Medium being studied.

Online portfolio software has emerged since 2003 to share digital portfolios with an internet audience.

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Carbonmade.com CGI Society

DeviantArt

Example Number of portfolios*

Deviantart 13 000 000Carbonmade 393 450Cgisociety 184 784* Stats taken from these websites on the 16th of August, 2011



Aligned with a National curricular statement module.

Appropriated at school to help learners improve their ‘Management and Presentation’ skills.

2012/08/03 @travisnoakes presentation to Prof. David Buckingham’s workshop 4

• Online portfolio syllabus taught for two weeks each year;• Ultimate aims are matric-exhibition preparation and preparing for post-school reality.

Screenshot of learner MH’s Carbonmade ‘homepage’, November, 2010

Screenshot of learner MH’s Carbonmade ‘homepage’, December, 2011

Screenshot of learner MH’s Carbonmade ‘homepage’, May, 2012


New media syllabi can address parental concerns regarding one-laptop-per-learners’ value

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PTA motivator for online production at the independent school.

school_marketing_blog_angry_parents.png image sourced from http://yourschoolmarketing.com/2012/online-reviews/your-school-needs-reviews-today (29 July 2012)



An independent school educator chose Carbonmade as it met these criteria.

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Educators’ choice of medium.

Free (for students’

storage needs)

Easy-to-publish

Appropriate-brand

Family-friendly

Popular

Variety

Sustainable

Legal (learners’

copyright protected)

Limited interaction

Brand association

with creative

professionals



Profiledescription

Profile image

Folders of digitised artworks

About button Portfolio title

Contact details

Areas of expertise

SkillsFooterArtist. Date.

FolderName,Description

Artwork

TitleDescriptionTagsClient tags

1 ‘Home’ page template

3 ‘Artwork project folder’ page template

2 ‘About’ page template (artist’s profile)

Carbonmade Artist. Date.

Availabilityfor freelance graphic

Carbonmade portfolio’s page types7

4 ‘Search page results’ template

Work button

Creative’s name

Portfolio title

Carbonmade banner logo

FooterArtist. Date.

FooterArtist. Date.



Educator’s curricular goal: Visual Arts learner’s electronic learning portfolio (e-portfolio) showcase

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Online portfolio syllabi’s production aim.


An “e-portfolio” is defined as a product, created by a learner, which collects digital artefacts and which articulates experiences, achievements and learning (JISC, 2008).


Home page

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Learner AK example, 2012.



About page

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Artwork project folder pages

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‘Search’ page results

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Research duration.

Followed online portfolio use by 16 learners for three years; grade 10 (2010) into matric (2012)



@travisnoakes presentation to Prof. David Buckingham’s workshop 14

Learners worked in an activity system that shifted from one that only used analogue portfolios to one that used online portfolios as an adjunct.

Activity theory can describe the change from a traditional activity system to a new one

Learners’ common object..

2012/08/03



Tools

Subject Object OutcomeTRANSFORM

ACTION

1 S-O O-S

2 S-T T-S 3 T-O O-T 4 SO-Out Out-SO

Activity Theory (phase 1) 1 > 4Interpsychological

Rules Community of Practice Division of Labour

Activity Theory (phase 2) 5 > 14Intrapsychological 5 S-R R-S

6 R-O O-R

7R-C C-R

11D-C C-D

8 C-S S-C 10 C-O O-C 12 D-S S-D

13 D-O O-D

9 C-T T-C 14 CO-Out Out-CO

CodingFirst: intra-framework relationship (i.e. framework “A” to “B” or “no boundary object”)Second: inter-framework relationship (i.e. “construct 1” to “construct 2”)

Illustration of an activity system’s components.

Activity theory diagram’s components..

2012/08/03



• Visual Arts is an unusual subject choice, its selection tends to be that of unconventional learners who exercise creativity in many ways, such as challenging their educator’s objectives;

• 5 members of the class had learning difficulties.

A difficult and unconventional group of learner subjects. Plus one educator.

‘Subjects’ are constant.

2012/08/03



Tools added for digitisation and software use.

New ‘tools’.

2012/08/03


to new media production in any local classroom.

Easy to underestimate the resource changes which online portfolio tool use and digitization requires.

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Need:

Uninterrupted power

Fast, reliable network

Accessible software

Black out

Copper cable theft Local broadband cable failure

Software virus infectionAppropriatehardware

No swop-outs

International broadband cable failure

Intermittent power

Timeous ICT support

Router failure No traffic shaping

Expensive to license sufficient copies UnstableDifferent by OS

Suitable pedagogy No policies

Missing drivers

Battery failure

No guidelines No roadmap

Slow warranty resolution

Stopgap implementation

Old, slow and unstableUnderspecification

UnavailableProblem detection Notification

No incentives

No Teaching-with-technology support Limited budget

Difficult to get a new password

‘New wine in old bottles’


Problems experienced at research sites:

Different GUI by browser

Additional scanners and cameras

Inexperience with freeware



At the independent school, the classroom community comprised: •Researcher;•Visual Arts educator;•Learners;•Student teacher;•Information Technology (IT) integration specialist and other IT support.

1. Classroom community of practice 2. Extended community of practice

• Parents;• DOE curricular advisers;• Educators;• IT Department;• Online portfolio software’s developers;• Online audiences

- desired- undesirable.

Educational community of practice

Changing ‘community’ in- and out of class.

New ‘community members’.

2012/08/03



New peer-to-peer roles:•Assessment;•Feedback;•Peer instruction.

Organise support from:•Student teacher;•ICT integration specialist;•ICT helpdesk;•ICT Director and staff.

Use new online resources:•Supplement curricular materials on the school’s intranet with links to other resources.

New roles:•Online portfolio roles (creator, viewer, critic)•Showcase extra-mural art and other •personal interests•Contribute to subject-material in other curricula

Changes to educator’s roles Changes to learners’ roles

Changing ‘division-of-labour’ roles in class.

New ‘division-of-labour’roles in the classroom community.

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9 rules before…1. Satisfy educator’s personal beliefs;2. Relate to the educator’s culture of practice;3. Be commonly-accepted Fine Art literacies;4. Fall within school’s budget and resourcing;5. Show curricular alignment with the National Curriculum

Statement (NCS);6. Meet the school’s professional values;7. Accord with school policies;8. Satisfy other Department of Education (DOE) policies;9. Accord within discipline norms.

9 Rules pre-adoption

Changes to classroom ‘rules’. From ‘before’ to…

2012/08/03



Outside class: 1.Align with the Provincial and National DOE Visual Arts Department strategy;2.Comply with DOE subject-area literacies (i.e. Visual Communication Design);3.Adhere to Visual Arts (versus Fine Arts) literacies;4.Include “new media literacies” relevant for secondary-school pedagogy; 5.Adherence to an ICT proficiency definition and criteria for benchmarking;6.Have support from a DOE decision-maker;7.Have sufficient resourcing curriculum planner and policy;8.Educators interested, and able, to teach new media production;9.Educator performance (private versus public) and commitments;10.Realize benefits from curricular ICT investment;11.Understand, and incorporate, youth media production patterns.

In the syllabus and curricula: 12.Utilises ICT resource both in class and integrates external resources;13.Ideally has a second teacher for technology support;14.Sufficient time allocated in the syllabus (i.e. falls under “Presentation and Management” which is 5% of the Visual Arts’ mark outcome);15.E-portfolio curricula and Visual Arts syllabi integration;16.E-portfolio service selection;17.E-portfolio assessment and marking criteria;18.Self-presentation as a creative professional;19.In- and out-of-class support for digitization of artworks;20.Legal safety (respecting copyright and trademarks).21.E-safety (privacy protection).22.Terms of use for e-portfolios, networks and computers.23.Educator’s tracking of compliance and appropriate feedback levels. 24.Using social bookmarking for e-portfolio assessment and feedback. 25.Expectations on suitable content (extra-mural work, school exhibitions).26.Appropriate student focus in class.27.Online roles (creator, viewer, critic).28.Online community standards.29.Using the resourcing and support available for (in)formal learning at home.

38 rules post-adoption!

… after!

2012/08/03


Research site.

Focus on discussions from revision lessons in 2011


Case study 1: lesson numbers, dates and subject

201019 April Introduction to Online Portfolios .20 April Learning how to make a good digital copy of one's works.21 April Capturing images (double lesson).23 April Introduction to writing the creative profile (about page).28 April Insert personal profiles into the webpage.29 April Completion of any outstanding review documents.30 April Applying new guidelines to creative profile writing.3 May Answering the Online Portfolio questionnaires.11 May Capturing newly updated work.17 May Lunch break work.8 Sep Post-drawing test digitization and upload.16 Nov Upload of Fikilile poster designs.

201124 Jan Run through the e-portfolio checklist.27 Jan Remedial e-portfolio class.8 Feb Critical Analysis introduction. Introduction to social bookmarking with Diigo.11 Feb Critique of a partner's work via Diigo.16 Feb Work with Diigo and Carbonmade.25 Feb Critique of a partner's work via Diigo.

201230 Jan E-portfolio review.13 Feb E-portfolio review.12 Mar E-portfolio review.20 Mar E-portfolio review.11 May Individual e-portfolio review.16 May Emergency e-portfolio workshop.

2011, cont.2 Mar Using Diigo in class project.25 Mar Second introduction to Diigo28 Mar Using Diigo in class project.29 Mar Using Diigo in class project.21 SepE-portfolio consolidation and development 23 SepE-portfolio consolidation and development 11 Oct E-portfolio consolidation and development 12 Oct Digitizing, presenting and publishing.18 Oct Online portfolio and Diigo task.25 Oct Online portfolio lesson.11 NovOnline portfolio lesson (in library).

2012/08/03


Three types of discussion content@travisnoakes presentation to Prof. David Buckingham’s workshop24

Learners spoke about:

A.The types of choices they could make with Carbonmade;

B. The process of online portfolio creation;

C. Or other issues.

Choices, process and other issues.

2012/08/03


Not the usual classroom talk pattern.


Sinclair and Coulthard’s ‘Initiation-Reponse-Follow-Up’ (IRF) model for classroom talk (1975):

Discussion patterns.

Initiation: teacher introduces the topic.

Response: One, or more learners respond to the teacher’s initiation.

Feedback: The teacher responds to, and usually evaluates the pupil’s response.

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Learner AH: My Dad's like, ‘you need to be more professional’.Learner SM: That is professional.Learner AH: (quotes from the introduction to his about profile description), 'Hi, my name is Andrew and I like to padi. Not my friends. I know for a fact they don't party. I PARTY.' That's professional? (laughs)Learner SM: (laughs) Just leave it in, please?Learner AH: No, I won't. I can't.

Daddy’s watching me.

Transgressive peer rules versus normative school culture.


What does ‘professionalism’ mean to a matric learner?

@travisnoakes presentation to Prof. David Buckingham’s workshop 272012/08/03

Screenshot of learner AH’s Carbonmade ‘about’, May, 2012


SPAM email content


Hi! I just discovered your portfolio online and would like to invite you to Filter Foundry. Your work is amazing and derserves to be seen by our creative community. It's really fast and simple to upload. A short video after sign-up will show you how it works. To get started, from FilterFoundry.com click the gold button in the top right corner "I am a Creative" and enter "CREATE1024" as your promo code during sign-up to enable your lifelong free account. I look forward to networking with you on our creative platform! RegardsNicki AlcombrightArt Curator – Filter [email protected] follow us on twtter to stay connected: twitter.com/filterfoundryPlease unsubscribe me

Filter Foundry email to learner AH.

2012/08/03


SPAM Email@travisnoakes presentation to Prof. David Buckingham’s workshop 29

Learner AH: Sir, I was told to tell you that, um, someone like found my Carbonmade and like asked me to go on their website.Researcher: Great.Learner SM: Little does he know it was a bulk email.Learner AH: It wasn't. I'll show you it.Learner SM: Did it have your name in it? She just says ‘Hi’ She does not say ‘Hi, Andrew’Learner AH: Yes, she does.Learner SM: It's just sent out in bulk, to just everyone.Learner AH: It said: ‘Hi Andrew, I noticed your Carbonmade portfolio and I would like you to join (website name).' (AH tries to access his email account). Access not allowed by (school name). Oh, well, I can't access it.Researcher: Can you forward that email to me?Learner AH: Ja, sure.Learner SM: No access. Conveniently.Learner AH: I’ll slap you.Learner AH: So that's where I activated my account.Learner SM: Hi. Your name isn't involved. It is a bulk email.Learner AH: Why would she give this to me then?Learner SM: She sent it to a lot of people. Don't you understand?Learner AH: OK. That's not even…Learner SM: Sorry, Sir, I'm just explaining to Andrew that he is not special.Researcher: OK. Can you forward that to me?

Discussion between learner AH and SM about the Filter Foundry email.

2012/08/03


AH’s profile picture choice.@travisnoakes presentation to Prof. David Buckingham’s workshop 30

Learner AH: Sir, can I make my profile picture two lions mating in the middle of the Kruger Park?Educator R: Firstly, that's a really stupid idea.Learner AH: But, Sir, that's such a rare occurrence.Educator R: I actually find that offensive and I think you are behaving like a juvenile.Learner SM: Sir, he should get three demerits, Sir.Educator R: I think... Show some level of maturity and some intelligence.Learner AH: Well, that's what I'm doing. You're the one who is getting argumentative. I'm trying to ask you something.

Discussion about learner AH’s About page’s profile picture.

2012/08/03


AH’s profile picture upload.@travisnoakes presentation to Prof. David Buckingham’s workshop 31

Discussion about AH’s profile picture..

Learner SM: Where's your picture?Learner AH: I don't have one.Learner SM: Why don't you have a picture?Learner AH: Dude, 'cos I'm lazy. (laughs)Learner SM: Didn't you get that picture from me?Learner AH: Send me one email again.(Learner AH used Carbonmade’s Graphic User Interface (GUI) to select a profile picture to upload)Learner AH: I've got this one of (‘special cultural event’s name’s’) Movement.(Learner AH searches a folder of imagery and chooses IMG_2717. He pressed the ‘Add’ button and an image of him in a dance group showed on-screen.)Learner AH: It's working!Learner SM: That is so outrageous.

2012/08/03


One learner, two online portfolios.@travisnoakes presentation to Prof. David Buckingham’s workshop 32

Discussion between learner AH, an exchange student and learner SM about his search engine results

Exchange student: Why do you have two… (learner SM’s firstname), why do you have two Carbonmades?Learner SM: I don't have two, I only have one!Exchange student: There are two here (he points to the screen's search engine results)Learner SM: Well, that's wrong.Learner AH: ‘Is wrong’ (laughs).Learner AH: (laughs) Is two (SM first and surname)! There is...Exchange student: It is two.Learner AH: That's so dumb. There's one of you and the other one.Learner SM: Now, that's a gangster one. The other one is so sad.

2012/08/03


Why Carbonmade?@travisnoakes presentation to Prof. David Buckingham’s workshop 33

Learner EG discusses the Carbonmade software choice with his educator.

Learner EG: Out of interest, sir, why do we use Carbonmade and not something like Flickr? Whereas with Flickr you can get, like there is a size limit, not, not, er, a number limit and...Educator R: Well, OK, look, we, I looked at a number of software and decided on this. Um, there, certainly for my purposes it is satisfactory, and you may have a parallel portfolio if you wish to. But, um, what I'm trying to stay with, is to get one thing to work properly. And I think that, um...Learner EG: Like, it is so limiting and I already have like two images remaining. And it is like so, forty pictures, sir, is like nothing.Educator R: Yes, I am conscious of that and maybe, in some ways, it is a good thing, because it forces you to, sort of, refine and choose your very best work.Learner EG: Ja?Educator R::So, um, there is no reason why you cannot archive your stuff. So, I think that part of the process is selection and maybe that is one of the things that you have to do in art is to learn to select, so I think that... Learner EG: Like for matric, for example, we don't want to have a few works up. We want them to be able to see all our stuff, sir. Using this as our portfolio...Educator R: Well, you are using that as an adjunct and should you, uh,... in a sense, they are saying to you it's not the entire exhibition.Learner EG: Ja, OK.Educator R: And there is nothing to stop you, as I say compiling, if you have your own work that you feel is limited, for you to create an additional portfolio. So, you say you do a lot of photography?

2012/08/03


New tools in an affluent school.@travisnoakes presentation to Prof. David Buckingham’s workshop 34

iPad tablet

GoPro video camera

Discussions between educator and learner GH, CG and researcher about their new tools.

2012/08/03

Links to other online portolios:•Vimeo•YouTube•Wix•Flickr


Learner EG requests that learners be given access to Flickr over the school’s network.

Newer tools mean newer rules.@travisnoakes presentation to Prof. David Buckingham’s workshop 35

Learner EG: So, sir, could you ask the helpdesk to unblock Flickr? I don't know why...Educator R: I see. OK.Learner EG: … I can't get on it? Educator R: I can talk to them about it. Yes, that's a very good point... Yes, I'll talk to them about it.

2012/08/03



The end, for now…

• Online portfolios require significant support to launch in school classrooms due to the many changes required to support their use; particularly in ‘tools’, ‘rules’ and ‘division of labour’.

• Classroom discussions can be contextualised by describing how an activity system’s components change from the traditional activity to a new one.

In closing.


Thanks for your time !

National Research Foundation.Grantholders Research Fund.

University of Cape Town,Centre for Film and Media Studies.Dr Marion Walton‘Digimobs SA’ research group‘South African Multimodal Education’ (SAME) research group

Cape Peninsula University of Technology,Department of Informatics and Design.Prof Johannes Cronjeand the ‘Technology in Education and Research Postgraduate Students’ (TERPS) group

And to this research’s supporters…

37@travisnoakes presentation to Prof. David Buckingham’s workshop2012/08/03

Visual arts classroom changes post- online portfolio appropriation and discussions

Education

Transcript of Visual arts classroom changes post- online portfolio appropriation and discussions