Download - Social Networking for Learning Communities
Social Networking for Learning Communities
Social Networking for Learning Communities:
Using e-portfolios, blogs, wikis, pod-casts, and other internet based tools for foundation art instruction
Social Networking: OverviewSocial Networking: Overview
This talk provides key definitions, an overview of available technologies, actual experiences from the field, demonstrations, and theoretical perspectives on the use (and potential abuse) of Social Networking applications, strategies, and culture.
Social Networking: Guiding Questions
• How is Social Networking software defined?
• What new opportunities (and challenges) does this technology present to educators?
• What technology is used...and when?• What “digital eco-system” will emerge?• What social interactions are desired?• Is a code of conduct or “netiquette” needed?
• How has this technology been harnassed in particular for foundation art instruction?
• How can I find a “fit” between social networking and my own approach to foundation art teaching?
Social Networking: Definition
Social Networking software enables people to rendezvous, connect or collaborate through computer-mediated communication, and to form online communities.
Social Networking: Definitions
Broadly conceived, Social Networking encompasses older media such as mailing lists and Usenet, but more recently it has come to be associated with software genres such as blogs and wikis and the new interactions enabled by such hardware as ipods, wireless laptops, and cellphones.
Social Networking does not refer to a single type of software or hardware, but rather to the use of modes of computer-mediated communication that result in community formation. Individuals form online communities by combining one-to-one (e.g., email and instant messaging), one-to-many (Web pages and blogs), and many-to-many (wikis) communication modes. In many online communities, real life meetings become part of the communication repertoire.
The more specific term collaborative software applies to cooperative work systems (e.g., monkeyboards, groupware, internet forums)
Social Networking: Opportunities
In the foundation art studio, these new technologies have considerable potential for :
• Peer to Peer Interaction (e.g., email, texting, discussion boards, blogs),
• Collaborative Problem Solving (e.g., online team invesigations, blogs),
• Electronic Records (e-portfolios in .html pages, blogs, or online video formats),
• Connecting with Communities beyond the immediate art classroom (blogs, wikis, podcasts).
• exploring “Interaction and Process” rather than static “products” (Kallish)
Social Networking: Peer to Peer Interaction (e.g., email, texting, discussion boards, blogs)
Social Networking: Opportunities
collaborative problem solving – Online Team Investigations– Discussion Boards – Blogs
Social Networking: Online Team Investigations
Student designed page for three person research project on Motion Capture
Social Networking: Peer to Peer Interaction
Monique Yin, a senior at North Haven High School in
Connecticut, started a talk group for other incoming New
York University freshmen on the Facebook Web site.
See http://www.facebook.com
Facebook and other social networks like MySpace have transformed the social lives of teenagers in many ways, and that includes how they make the transition from high school to college. Hundreds of colleges have their own Class of 2011 groups on Facebook. They are generally not formally affiliated with the universities and are begun by students who want to connect with classmates months before they set foot on campus.
New York Times, March 21, 2007
Social Networking: Peer to Peer Interaction
http://www.facebook.com
Social Networking: Opportunities
Electronic Records (e-portfolios in .html pages, blogs, or online video formats),
– FATE Blog– Not a ephemeral critique of work but a
permanent public archive of a running commentary.
– MySpace, facebook, Flikr (opportunities for online portfolios and archives...) Differences to online portfolio??
– Minus: something stupid when you’re 20 comes back to haunt you when you are 35.
Social Networking: e-Portfolios
Gogumeister’s photos on flickr are just one of this artist’s “collections” on line. http://www.flickr.com
Social Networking: Opportunities
Connecting with communities beyond the immediate art classroom (blogs, wikis, podcasts).
Definition of wiki—Hawaiian word. Style of group communication.
Self-generating...maintains itself (wikis)Sort of an egalatarian sort of thing. Online collaborative/cooperative learningWhere podcasts are generally canned (pre-recorded),
Youtube provides for immediate feedback from a larger community outside of the class.
Not heirarchical. Everyone is a creator, publisher, and consumer of the
information. Many to many.
Social Networking: Opportunities
exploring “interaction and process” rather than static “products” (Kallish)
The shift to non-linear, multi-modal, and flexible structures demands a new pedagogy.
adrienne r. schwarte, maryville college
FATE 2007 Milwaukee Institute of Art and Design
your studio course as an iPod: providing variety, student-centered approaches and enthusiasm for maintaining student engagement and fostering creativity in the millennial generation
needs• social connectivity• instant gratification• involvement in decision making• recognition and respect• entitlement
characteristics of a millennial student
characteristics of a millennial student
abilities• proficiency in multi-tasking• cooperative group processing• achievement oriented
challenges for teaching a millennial student
• social connectivity = attention issues• instant gratification = rely on current and multimodal
communication resources• involvement in decision making = restructuring the
classroom activities• recognition and respect = explaining roles• entitlement = balancing classroom dynamics and instructor
rank• proficiency in multi-tasking & cooperative group processing
= harness this ability in course structure• achievement oriented = provide course activities that
facilitate this as a goal
meeting millennial challenges in the classroom: the iPod method
provide variety/pluralism• variety of playlists with all genres of
music
what challenges it meets: social connectivity and proficiency in multi-tasking
PLAYLISTSmy top rateddiscussiondemonstrationon the go
meeting millennial challenges in the classroom: the iPod method
fast forward, rewind, create on thego playlists, and make a top ratedlist:
• don’t be afraid to create an “on the go,” playlist. be prepared to deviate from your course syllabus to meet the needs of the students, add or delete content as the course progresses and listen to the students to make modifications.
what challenges it meets: involvement in decision making, instant gratification and recognition and respect
PLAYLISTSmy top rateddiscussiondemonstrationon the go
meeting millennial challenges in the classroom: the iPod method
let students make playlists: createstudent-centered approaches
• make students take responsibility for their own education. They should prepare course content, give presentations, seek feedback from the instructor and their peers and foster their own creativity.
what challenges it meets: cooperative group processing, involvement in decision making, recognition and respect and entitlement
PLAYLISTSmy top rateddiscussiondemonstrationon the go
meeting millennial challenges in the classroom: the iPod method
download the “song of the week”
and really listen to it: • keeping engagement high involves a
level of enthusiasm from the instructor. Keep abreast of what your students care about, both socially, politically, aesthetically and visually.
what challenges it meets: recognition and respect, and entitlement and social connectivity
PLAYLISTSmy top ratedlecturedemonstrationon the go
from the classroom: the iPod method at work
let students make playlists and provide variety/pluralism:
• use social learning software such as Blackboard or blogs to communicate through discussion boards, links to research, etc. (facilitates peer to peer communication and student to faculty communication)
• capitalize on resources such as e-portfolios and STUART to share visual content, create course content, and communicate with other art studio students globally which increases creativity and fosters deeper learninghttp://www.saatchi-gallery.co.uk/stuart
from the classroom: the iPod method at work
fast forward, rewind, create “on the go playlists,” and make a top rated list:create projects in the classroom with “real-world” applicability and make known to students their role in this process. Use multiple methods for the same activities such as try a new critiquing method and get student feedback.
PROJECT LEAD, FALL 2006
from the classroom: the iPod method at work
CARL GOMBERT, ARTIST WEBSITE, SPRING 2006
from the classroom: the iPod method at work
download the song of the week and really listen to it:
• Using cell phones (with video and camera capabilities) and text messaging to communicate creative ideas and critiquing work
other methods?
Student Poster Design Concept, Fall 2006
references
– Freidman, P. and Alley, R. (1984). Learning/Teaching Styles: Applying the Principles. Theory and Practice 23(1): 77-81.
– Kowalchuk, E. (1999). Recognizing and Using Higher Order Approaches to Teaching Art. Art Education 52(6), 13-18.
– Marks, H. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle and High School Years. American Educational Research Journal 37(1): 153-184.
– Meet the Future: It’s your kids (2000). Fortune, Retrieved June 10, 2006, from Infotrac database.
– Raines, C (2003). Managing Millennials in Connecting Generations: The Sourcebook, Berkley, CA: Crisp Publications.
– Tucker, P (2006). Teaching the Millennial Generation. The Futurist 40(3): 7.
Social Networking
Collective Intelligencing thru WikiLove
Kjellgren AlkireArizona State University
Tempe, AZ
Social Networking: Wikis
Technically, Wikis are:
• Simple-to-use (even for neophytes)
• Web-based, hypertext-friendly• Collaborative authoring systems
Kjellgren Alkire, Arizona State University
Social Networking: Wikis
Pedagogically, a Wiki can be:• an extension of sketchbooks/journals• a multiplier of class discussions, critiques• a Collaborative/Cooperative Learning laboratory
“It’s a shared online chalkboard, always available to every student, always recording every entry.”
Kjellgren Alkire, Arizona State University
Social Networking- wikipedia on wikis
Social Networking- wiki discussion talk
Social Networking- wiki editing talk
Social Networking- wiki editing talk
Social Networking: Wikis
Internationally, Wikis are garnering high praise for their inherent flexibility in the classroom. http://www.wikisym.org/
Research is underway regarding specific outcomes of Wiki learning environments.
One of the most compelling projects investigating the role of Wikis in the classroom and nontraditional learning environments is from a pair of Aussies:
Axel Bruns, Sal Humphreys. "Wikis in Teaching and Assessment - The M Cyclopedia Project.”.
Kjellgren Alkire, Arizona State University
Social Networking- wikisym.org
Social Networking: Wikis
Wikis allow:
• Students to mark over/edit each other’s work• Documentation of participatory contributions• Possibilities for digital graffiti• Editing and viewing controlled by facilitator • Text-heavy collaborative instruction• A community-built narrative/article
Kjellgren Alkire, Arizona State University
Social Networking: Wikis
Disadvantages of Wikis in Art Foundations:
-Limited capability for image manipulations-Young students empowered with public media-Anti-hierarchical platform encourages groupthink-Engaged technology means more instructor work-Student involvement risks actual learning
…As astute educators, you can see the enormous risks inherent in this software and its applications for learning. Its potential to subvert the current system cannot be overstated. We must preserve the norm!
Kjellgren Alkire, Arizona State University
Social Networking: Wikis
With proper institutional and technical support, an instructor with average digital aptitude could facilitate a significant component of a foundations course within the framework of a wiki.
Several servers support wiki structures for free. Many educational institutions find interest in wikis through their instructional support.
http://www.wikispaces.com/http://pbwiki.com/http://www.wikihow.com/Main-Page
Kjelgren Alkire, Arizona State University
Social Networking- pbwiki.com
Social Networking- wikihow.com
Social Networking- wikispaces.com
Podcasting in the ArtsPamela AdkinsonArizona State University
http://www.geeksouth.comPod-casting uses an XML-based technology called RSS, or Really Simple Syndication.
Tech talk.........
Files supported include: .m4a, .mp3, .mov, .mp4, .m4v, and .pdf.
Software
i-Tunes (mac or PC) (free)
Audacity (free)Garage Band (mac)
Skype (free)
Hardware
Microphone (built in or portable)MP3 device (i-pod, cell phone)
Computer
1. Download i-Tunes latest version for Mac or PC 2. Select Pod-casts3. Select episode and “Subscribe”
http://www.apple.com/itunes/store/podcasts.html
Become Familiar with Pod-casts
Listen to pods during class to discuss current news, artists or events
Edit using GarageBand (only for Mac’s) For PC’s use Audacity
Publishing Pod-Cast
Use Blackboard/ University to upload pods
Use online Community (podcastingnews.com)
Look at other examples
Have students also look for examples
Ask Questions!!!!
Text
http://www.asu.edu/itunes/
http://www.podcastingnews.com/topics/Podcasting_Software.html
Student interviews artist about “Subjective” Color.
http://web.mac.com/lotusflower3/iWeb/Pamela%20Adkinson/J-Crew%20Pods.html
• Take Advantage of local technological resources such as Media services, computer stores.
• Host a pod-party opening or event, invite local artists, computer techs.
• Encourage students to submit pod-competitions online or create one.
• Ask local business in the community for support.
Creative Tips
Social Networking
YouTube, WeTube, We all Tube
Foundations for the future
3D/4D with YouTube
Marco Rosichelli Arizona State
University Tempe, Arizona
• 2D to 3D to 4D
• YouTube as social learning software– An online venue (benefits and limitations).
• Egalitarian anonymous online critiques
• Digital anxiety
Marco Rosichelli, Arizona State University
Social Networking: YouTube
Artist Exemplar: Robin Rhode
Yo Yo, 2005
He Got Game, 2000
Marco Rosichelli, Arizona State University
Social Networking: YouTube
Girls Behaving Badly
Marco Rosichelli, Arizona State University
Social Networking: YouTube
Social Networking: YouTube
Marco Rosichelli, Arizona State University
YouTube as social learning softwareAn online venue (benefits and limitations).
• Benefits:– Engages with a digitally savvy generation– Public venue – Immediate feedback (views, ratings, etc.)– Free (storage, html code, etc.)
Marco Rosichelli, Arizona State University
• Drawbacks:– Low video playback quality– Permanence (future ramifications)– Skill set needed
Social Networking: Online Critique Using YouTube
Marco Rosichelli, Arizona State University
Online Critiques
• Benefits:– Low pressure atmosphere– Chance for on going discourse– Engages with a digitally savvy generation
Marco Rosichelli, Arizona State University
• Drawbacks:– Removal of instructor as critique mediator– Permanence to remarks
Social Networking
Frameworks in deploying digital tools
for transactional experiences
Adam Kallish, Principal
Trope: Communication By Design
Oak Park, Illinois
Social Networking
Contact Information
Dan Collins, Arizona State University, Tempe, [email protected]
Adrienne R. Schwarte, Maryville College, Maryville, [email protected]
Kjellgren Alkire, Arizona State University, Tempe, [email protected]
Pam Adkinson, Arizona State University, Tempe, [email protected]
Marco Rosichelli, Arizona State University, Tempe, [email protected]
Adam R. Kallish, Trope, Oak Park, [email protected]