visual arts e-portfolio research at secondary school 2010

Travis Noakes’ researchPhD in Media Studies candidate at theCentre for Film and Media Studies,University of Cape Town.

Online Portfolio Social Network Sites’ curricular adoption by Secondary Schools’ Visual Arts Educators for E-portfolio creation

Find more of my presentations onwww.slideshare.net/TravisNoakes

Prepared by Travis Noakes

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This presentation’s sections

Research problem

Rationale

Research questions

Learnings from 2010’s pilot study

Your questions

May 2, 2023 Prepared by Travis Noakes

The research problem

This project aims to describe aspects of a new medium’s use and sustained adoption in the Visual Arts curricula at two Cape Town Secondary Schools.

There is a gap in the literature on Online Portfolio Social Network Sites’ (OPSNS) inclusion, as Web2.0-based media is a recent phenomenon. By investigating this gap, we can better understand aspects of social media’s use, outcomes and sustainability for e-portfolio creation.

Educators and other key decision makers can use this knowledge to support appropriate diffusion and sustained adoption; through maximising positive outcomes and minimising hazards.


Prepared by Travis NoakesMay 2, 2023

Fieldwork studying OPSNS as e-portfolios curricular adoption

Combined Analysis

2010 2011 2012

Create Your Portfolio

Choose PortfolioSite

Public schooleducator

Private schooleducator

Choose PortfolioSite

Create Your Portfolio

WCED VAD’s curricular advisers’ feedback

Visual Arts educator workshops

What is a Social Network Site (SNS)?

Social Network Sites are online services that:(1) allow individuals to construct a public or semi-public profile within a bounded system,(2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system. (boyd and Elison, 2007).


http://www.danah.org/

http://www.danah.org/

Why an Online Portfolio Social Network Site (OPSNS) definition?

An OPSNS that shows one’s profile and

output as a visual creative. One’s connection with others

is searchable (i.e. similar expertise). It is not essential for the creative

to construct a public profile or interact

personally in this environment.May 2, 2023 Prepared by Travis Noakes

A Carbonmade online portfolio’s content

Profiledescription

Image

Titledfolders of digitised artworks

Name

Carbonmade

About Name

Contact details

Areas of expertise

SkillsArtist. Date.

Foldername

Artwork

Title

1 Home page

3 Portfolio Imagery

2 Artist’s profile

Work

Carbonmade Artist. Date.

Availability

Many visual creatives use OPSNS

Online Portfolio Social Network Sites (OPSNS) users:

Deviantart 13 000 000+ wix 5 594

823Carbonmade 290

078Coroflot 150 000CGSociety 135

000Stats taken from these websites on the 11th of November, 2010


Visual creatives’ motivation to use OPSNS’ software

EXTRINSIC

Digital showcase

Benchmark performance

Community of Practice

Recognition

Convenient audience interaction

INTRINSIC

Self-defined digital footprint

Personal creative history

Benchmark one’s progress

Improved self-awareness

Appreciate the depth of competition

What could OPSNS offer in well-resourced Secondary Schools’ curricula?

1. More learning opportunities

2. Learner personalization

3. Support ICT Literacy

Electronic learning portfolio benefits*

Raise a school’s Visual Art’s profile*

Help remote schools the most*

Better moderation and feedback for

tertiary access*

* To be verified…

1. More learning opportunities > E-Safety & Netiquette

PERSONAL RESPONSIBILITY

Digital identity Protecting privacy Digital citizenship Secure passwords Safe shopping Secure ownership

DANGERS

Cyberbullying Grooming Harmful behaviour Identity theft

1. More learning opportunities > Copyright & Plagiarism

Know what constitutes plagiarism

Understand the importance of respecting copyright

Know how to download files and appropriate content without legal risk

Learn how to apply copyright


1. More learning opportunities > Creative CV writing

Profiledescription

ImageName

Contact details

Areas of expertise

Skills

Artist’s profile

Work

Availability


2. ICT Literacy > A DOE priority facing BIG barriers

Every learner ICT literate by 2013?

TECHNOLOGICAL RESOURCES* Only 40% of SA schools will have computer labs by 2013 Only certain subjects’ educators may access these resources Access is very limited; contributing to rudimentary ICT literacy

PERSONAL AGENCY RESOURCES✘ No clear, comprehensive definition of ICT Literacy✘ Pre-Web2.0 (1980’s idea) conception of it and no benchmarks Organizing a home computer and bandwidth is costly to educators Participatory gap: No or low levels of social media use by most

educators (vs. learners)

CONTEXTUAL RESOURCES No formal support networks for Web2.0 literacy at a macro- (DOE) or

micro-level (in school) for the Visual Arts

CONTENT RESOURCES There is no local, online website content that helps Visual Arts

educators to promote ICT literacy.

* Resource categories match those listed by Czerniewicz and Brown (2004) for framing access to ICT in South Africa’s Higher Education institutions.

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2. ICT Literacy > Ticking boxes in this research project’s definition

ICT LITERACY

ICT PROFICIENCY

✓ Access ✓ Manage ✓ Integrate Evaluate ✓ Create

COGNITIVE PROFICIENCY ✓ TECHNICAL PROFICIENCY

Digital Transformation A Framework for ICT Literacy

A report of the International ICT Literacy Panel© 2007 ETS.


3. Personalization

PERSONALISATION

The learner’s Visual Arts e-portfolio can be used to showcase the best of curricular and extra-mural art and design. Combined with their creative CVs, this could give their educators a better insight into what their learners’ creative interests and aspirations are.

This may lead to curricular adaptation to incorporate specific learner interests and better prepare learners in matric for their preferred post-school reality.

Secondary School Educators Curricular Adoption of OPSNS in 2010

School Learners Sponsor• Noorde Paarl (Paarl) grade 12 WCED• Saxony (Atlantis) grade 12 WCED• Eerste Rivier High School (Eerste Rivier)grade 12 WCED• Belhar Secondary (Belhar) grade 12 WCED• George High School (George) grade 12 WCED• Chris Hani School (Khayelitsha) grade 12 WCED• Cedar (Mitchell's Plain) grade 12 WCED• Schoonspruit Secondary (Malmesbury) grade 12 WCED• Vida High (Mitchells Plain) grade 12 WCED• Wynberg Secondary (Wynberg) grade 12 WCED• Private School Field Research Site grade 10 Researcher


Fieldwork has run ahead of my research proposal’s approval

A YEAR TO DEFINE THE RIGHT QUESTIONS…

Focus primarily on a new medium and educators;

Establish the link between online portfolios and e-portfolios;

Define “software affordances” clearly;

Use Activity Theory to link “software affordances” to the

broader context;

Focus on the key factors influencing sustained adoption

versus those leading to adoption;

Learn from the classroom experience of educators.

Main Research Question

What are the aspects to consider when introducing a new medium's software affordances into Visual Arts curricula in South African Secondary Schools?


Key aspects:

Pedagogy (change, educator’s curricular objectives, closing the participatory gap, ITC Literacy)

Resourcing (technological, educator’s personal agency, contextual and online content support)

Software-use (software affordances: perceived and real benefits & hazards, learner aims: compliance & subversion)

Four supporting questions

1. What are the operational software affordances that learners use while being instructed to create and maintain e-portfolios? Software Affordances, Activity Theory {Tools}

2. To what extent does learners’ use meet the outcomes and goals set in each educator’s curricula? Software Affordances, Activity Theory {Outcomes}

3. What are the key factors to consider for sustained OPSNS as e-portfolio use in the Visual Arts in South African Secondary Schools? Diffusion of Innovation Theory, Activity Theory

4. What are the results of mentoring educators in OPSNS on their perception and use of Web2.0 software in Visual Arts education? Activity Theory {Tools, Outcomes}

Every curriculum’slesson (in class)

For at least two years at Secondary Schools (in- and out-of-class)

For each curriculum’s duration (in- and out-of- class) and uploads in other classes


DURATION (& LOCATION)SUB-QUESTIONS

Relating the levels in Software Affordances to those of Activity Theory

TYPES OFSOFTWARE AFFORDANCE

Positive or Negative

Strategic

Tactical

Operationalaccumulate

combine

result in

ACTIVITY THEORY

GoalsActivitiesActions

Operations

Outcomes

Learners’ use

Educators’ curricular aims

KEY CONTRIBUTING FACTORSTO SUSTAINED CURRICULAR

ADOPTION

Mostly positive

Achieve curricular aims

Reliable & efficient


RESULTS

+

+

=

Learners’ use

Understanding the new media’s use in curricula

1. What are the operational software affordances that learners use while being instructed to create and maintain e-portfolios?

2. To what extent does this use meet the outcomes and goals set In each educator’s curricula?

Pilot research findings from the Private School’s grade 10 curricula

SOURCES

Interviews with learners, educators and curricular advisors

Tracking sheet for Learners’ Online Portfolio progress

Notes in research journals

EXCLUDES

Learners feedback to two questionnaires

Videos

Comprehensive Online Portfolio image capture


What are the operational software affordances learners’ use? #1

ASPECTS OF SOFTWARE SELECTION AFFECTING USE

AN UNEXPECTED SOFTWARE SELECTION CRITERIAThe level of web2.0 affordances in the software matches the educator’s perception of learners’ levels of Emotional Intelligence (EQ). In this case, although Carbonmade offers minimal SNS functionality (“no friend-ing”, “comments” or “rating”), this was viewed favorably by the educator; it minimizes the potential for abuse by any low-EQ grade 10 learners AND other audiences.

SOCIAL SOFTWARE AFFORDANCES MUST BE PHASED IN FOR “CLASS MATURITY”From grade 11, learners will be encouraged to use social bookmarking and may choose online portfolios with more functionality. Carbonmade will remain their official school portfolio, though.

CURRICULAR GUIDELINES FOR SOFTWARE ADOPTION FROM DOE/WCEDThere are many criteria that could be used for evaluating which online portfolio software is suitable for curricular adoption in the Visual Arts. This process may best be facilitated by the DOE: the WCED has done similar work for evaluating standalone software and defining which are appropriate for schools to budget for. Ideally, the DOE’s Visual Arts and Design Department should routinely specify which Web 2.0 software it recommends to save educators from having to do this research for themselves.

Preliminary pilot research findings from “Choose an Online Portfolio” by Grade 10, private school learners


Criteria that led www.carbonmade.com being chosen for grade 10s

✔ Free (for students’

storage needs)

✔ Easy-to-publish

✔ Appropriate-brand

✔ Family-friendly

✔ Popular

✔ Variety of interests

✔ Sustainable

✔ Legal (learners’

copyright protected)

✔ Brand association

with creative

professionals

✔ Limited social media

interaction


ASPECTS OF CURRICULAR RESOURCING AFFECTING USE

EASY TO UNDERESTIMATE RESOURCES FOR DIGITISATION IN CLASSThere is no benchmark for appropriate resourcing, but one scanner and one camera is inadequate even for a double-period. In class, a row of scanners and several cameras is preferable.

IMPORTANT TO UNDERSTAND THE LEARNERS’ HOME RESOURCESA curriculum’s design should encourage learners who have resources at home to use them. This should free up in-class resources for less-privileged learners.

USEFUL TO USE OTHER DEPARTMENTS’ RESOURCESEducators may need to secure access to all available school resources before launching similar curricula; for example a scanner in the computer lab may have been useful to alleviate bottle-necks in class.




ASPECTS OF LEARNERS’ USE OF OPERATIONAL AFFORDANCES

INITIAL UPTAKE WAS LOW"Create an online portfolio" launched in April and by May, out of 18 learners, only three online portfolios covered all the tasks expected. Based on their poor performance, 10 learners should have been sent to detention and four received no marks for the project. This sets a low benchmark to improve on in 2011.

WITH PERSISTANCE, COMPLIANCE IMPROVEDThe fact that the online portfolio was used for all new projects and for scanning after tests, may have convinced learners that their e-portfolio was not an optional add-on, but an important adjunct to their classwork.

By the last Visual Arts class this year, the number of learners who had not produced online portfolios shifted from 4 to zero! 11 learners (or over 60%) had created online portfolios and uploaded the work of 3 (or more) class projects.




ASPECTS OF PEDAGOGY AFFECTING USE

IDEAL HUMAN RESOURCINGIt was fortunate that a student teacher was available to give support. Teaching with technology is ideally done with at least two educators; given the importance of helping learners to keep up with the lesson through troubleshooting and monitoring their focus. Lesson design must be thought through very thoroughly before this curriculum is launched in a public school with far more learners.

CONTENT RESOURCES Educators need readily accessible guidance on how to change their teaching style when incorporating technology into curricula. For example, how best to support peer-to-peer learner experience through student placement and instruction materials. The DOE should consider facilitating access to this knowledge.

PROFESSIONAL DIGITAL NETWORKSCurrently there is minimal interaction between Visual Arts educators outside of moderation. They may benefit from the affordances of “weak collaboration” in creating digital professional communities (for example, with social bookmarking and document sharing) to share curricula and best practice. The WCED’s Visual Arts & Design Department could trial this.




ASPECTS OF PEDAGOGY THAT COULD AFFECT FUTURE USE

CHANGES IN TEACHINGIn 2011, two weeks will be also used for grade 10 learners.2010’s experiences should lead to more efficient teaching.With more time available, the educator can give more thorough feedback. He will set time aside for careful evaluation; in particular, 1-on-1 feedback seems to work best.

IMMEDIATE CONSEQUENCES FOR NON-PERFORMANCEStricter marking, online exhibitions and class meetings to review progress will be used to improve compliance.

HANDLING “INAPPROPRIATE” SOFTWARE AFFORDANCES Carbonmade’s affordances were designed for creative professionals; the e-safety needs of educators are NOT catered for. For example, 9 learners provided their contact details even after being repeatedly told not to AND being penalised with losing marks!




ASPECTS OF PEDAGOGY THAT COULD AFFECT FUTURE USE, CONT.

CLEAR DEFINITION OF E-PORTFOLIO BENEFITSTo improve uptake, it may be useful to define a significant benefit for learners upfront: the researcher (and Secondary School educators) can learn from how CPUT Architecture students’ use of Carbonmade, Yola, blogging and a Facebook Group, which has had important benefits for learners and faculty alike.

EXPECTATIONS It may also be worthwhile to clarify to learners exactly what is expected and how their online portfolios should develop from grade 10 to 12. This will be made easier once learner examples become available from each year!

OUT-OF-SCHOOL INTERESTSEducators develop a more holistic view of their learners, through providing them with a platform to publish “extra-mural” art. This affords educators an opportunity to incorporate extra-curricular learner-interests (such as stencil use) when designing new curricula.

ASPECTS OF PEDAGOGY THAT COULD AFFECT FUTURE USE, CONT.

TROUBLESHOOTNG FAILUREOne student was unable to login after registering an account and could only upload work on the 16th of November. It is important for the curriculum to include contingency planning for major failures and be designed to minimize problems and pitfalls.

ADDRESSING THE SCOPE FOR SUBVERSION OF CURRICULAR AIMSDISTRACTIONIn class, learners took the opportunity to use their laptops to play computer games, listen to music, watch videos, etc. The educator must explore new pedagogical methods to minimize this, such as; arrangement of seating and peer-to-peer work.

E-SAFETYA new strategy will be tried next year; students will be given an email and physical address (P.O. Box) to use. Correspondence via these centralised addresses will be through the educator. They will be also told which web address format to use (i.e. do not include your school’s name!)

COPYRIGHT INFRINGEMENTThere were two examples of learners potentially infringing copyright. This must be discussed between the educator and learner. These will also be added to the e-safety examples for what not to do for next year’s grade 10 learners…


Does use meet the outcomes and goals set in educator’s curricula? #1


VALUE FOR PEDAGOGY

PREPARATION FOR THE END-OF-YEAR EXAMConvenient access to each learners’ work was the most useful feature to the private school’s Visual Arts educator. This helped the educator gain a better understanding of the progress each learner is making to the end-of-year exhibition.

BACKUP FOR MODERATORS’ REFERENCEAlthough online portfolios cannot be used in the year’s final assessment, they provide a backup for reference should student work be stolen, lost or damaged. This occurred with one pupil whose laptop (and artwork) was stolen in April.

PLAGIARISMIn cases where learners take advantage of different schools’ exhibition dates to “exchange” work, having a digital record is useful to identify the original author of the work. Given that digital media is often associated with plagiarism, this benefit is a suprising finding!

Does use meet the outcomes and goals set in educator’s curricula? #2


ASPECTS OF PEDAGOGY THAT COULD IMPROVE GOAL ATTAINMENT

REFINE THE CURRICULUM’S DESIGN THROUGH GIVING GRADE 9’s TASKSCovering all the aspects of online portfolio creation (including registration, creative cv writing, artwork digitization, image editing, and portfolio creation) in two weeks was challenging. This year’s grade 9 learners have been encouraged to begin scanning their work, so they will start with material to upload from the first class of next year.

INCORPORATE STUDENT EXAMPLESBy encouraging learners to digitize their projects, tests and exam work, learners are shown that the medium can be integral to their Visual Arts practice. Another benefit of having learner work digitized is that the educator also has a resource of learner examples that can be readily incorporated into educational material.

CERTAIN CURRICULA LEND THEMSELVES TO BEING DIGITALColour palette experimentation is easier on a computer than mixing paints. A new “Exploration of Colour” curriculum was largely done digitally and was easier to add to Carbonmade as no digitisation was necessary.


Third generation activity theory perspectives to consider

Pedagogy

TechnologySupport

PrivateSchool

OrganisationSchool

PerspectiveTechnologicalPerspective

Pedagogical Perspective

Pedagogical Perspective

expansive learning

PublicSchool

Organisation

OPSNSservice

DOE WCED

Parents’Homes

Educators’Homes

OnlineAudiences

Compare 2 at a time

Use Activity Theory to understand conflict and tension in change

School PerspectiveEducator


3. What are the key factors to consider for sustained OPSNS as e-portfolio use in the Visual Arts in South African Secondary Schools?

4. What are the results of mentoring educators in OPSNS on their perception and use of Web2.0 software in Visual Arts education?

Derive the benefits of e-portfolio adoption

Justify IT expensesto concerned parents

Justify IT expensesto concerned parents

TechnologicalPerspective

Keep costs low

Keep costs

low

Derive the

benefits of e-portfolio

adoption

Be a susta

inable

business

through

profit

Be a sustainable

business through

profit

OPSNS business

Help show the value of the school’s ICT investment In 1 laptop per child

Create an online Visual Arts historyusing the school’s learners

Become a pedagogical authority on using new media for Visual Arts education

Multiple objectives

Deliver the syllabus in line with theNational Curricular Statement (NCS)

ResearcherEducatorLearnersDecision Makers (School, DOE)Support StaffHome (Parents)Boarding HouseOnline Audiences

An Activity Theory pedagogical perspective for sustained adoption

Rules Community of Practice

INTENDED (IDEAL) OUTCOMESSUSTAINED PEDAGOGYSustained curricular adoption of OPSNS for e-portfolio creation.3. What are the key factors to consider for sustained curricular adoption?4. How does mentoring affect educators’ use of web2.0 affordances in curricula?

NEW ONLINE PORTFOLIO CURRICULAConcepts of the subject area ✔Hardcopy artworks ✔Laptop and desktop computers ✔Scanners and digital cameras ✔Internet access ✔Online Portfolio Social Network Sites (OPSNS) Digital learning portfolios (e-portfolios)Marking criteria (i.e. test checklists)

Tools

Satisfy educator’s personal beliefsFall within school’s budget and resourcingNational Curriculum Statement alignmentSchool’s professional valuesSubject’s culture of practiceAccords with school policy (i.e. e-safety)Satisfies other DOE policiesDiscipline norms

Role of Teacher Role of Learners Role of Technology Users Role of IT Support Role of Software Users in class

Subject

Pedagogical Perspective New Medium Novel Curricula ✔ Secondary Schools’ educators and

learners (15 to 18 years)

Object OutcomeTRANSFORM

Division of Labour

ACTION

What:Curricular adoption of a new medium1.How is the new

medium used by learners?

2.Does this meet the educators’ goals?

Outside?

Time for buy-in?

ICT proficiency?

Third-party resource?

Dominant pedagogic approach.Addressing the needs and preferences of educators and learners.

Benefits?

Varied drivers…

Not ideal OPSNS users

Service down: plan B?


INTENDED (IDEAL) OUTCOMESORGANISATIONAL SUSTAINABILITYSustained curricular adoption of OPSNS for e-portfolio creation.

Tools

Subject Object OutcomeTRANSFORM

Division of Labour

What:ICT investment

delivers better outcomes for learners and their parents

An Activity theory school perspective for sustained curricular adoption

NEW ONLINE PORTFOLIO CURRICULACurricular supportResource allocation

Follow government policyMeet legal & social obligationsAdhere to strategic planControl costsApply VA department’s policyApproval criteria for new curricula

ExecutiveSchool ManagementEducators and Support Staff


School Perspective Educator New Curricula Secondary School’s Management

and Executive

Role of School Executive Role of School Management Role of Educator

Benchmarks?

Examples?

ROI?

Sufficient?

Support staffresourcing?

Track record?

Maintenance costs?

ACTION

NEW ONLINE PORTFOLIO CURRICULAComputersScanners and Digital CamerasOnline accessOnline Portfolio Social Network Sites (OPSNS) Digital learning portfolios (e-portfolios)

AffordableService Level AgreementAccess RulesTerms of UseSchool PolicyE-SafetyPrivacy PolicyCopyright

Visual Arts DepartmentIT DepartmentExternal SupportResearcherSchool ExecutiveOnline Audiences

Role of Educator Role of IT Support Role of Technology Users Role of Software Users in class

An Activity Theory technological perspective for sustained adoption


INTENDED (IDEAL) OUTCOMESTECHNOLOGICAL SUSTAINABILITYSustained curricular adoption of OPSNS for e-portfolio creation.

Tools

Subject Object OutcomeTRANSFORM

Division of Labour

What:Reliable provision ofICT within budget.


Technological Perspective New Medium Novel Curricula Educator’s IT support

Support levels ?

Planning?

Learner support at home?

Software guidance?

Additional support?

Web2.0 service sustainability?

Legal skills?

ACTION


Issues from third generation Activity Theory

SCHOOL MANAGEMENT AND PEDAGOGICAL PERSPECTIVES

Without a strong pedagogical rationale from the educator, school management may stop adoption of new curricula.

School management may need to apply resourcing to more important items in its strategy. This may delay or prevent the rollout of OPSNS in curricula.

If the costs of resourcing new curricula become high, school management may act to stop these curricula.

In the absence of a clear value proposition, high maintenance costs may lead to new curricula being rejected by school management.

Best teaching with ITC may require two educators, not one. School management may not support added costs.

Educators may need support in learning about new copyright conventions, e-safety, etc. before they roll-out Web2.0 related curricula. School management may not support this if it is costly.


TECHNOLOGY AND PEDAGOGY PERSPECTIVES

If the costs of providing OPSNS technology support and broadband access are high, the IT Department may restrict or block OPSNS use.

Many public schools will not have an IT Department. Their educators may find providing IT support in new curricula too much of a burden.

The multiple legal requirements of supporting the curricula may be too onerous for poorly-resourced schools.

OPSNS may own the copyright of work uploaded to them, which could conflict with the learner’s and educator’s interests.

Web2.0 OPSNS are a free(-mium), third-party service, which changes regularly. Updating curricula to keep up with changes (i.e. new GUI and terms of use) may pose a problem for the educators.

OPSNS are designed for creative professionals, not learners. Educators will find it hard to prevent learners from using software affordances that compromise e-safety (such as contact details). It could be worthwhile to encourage the development of an OPSNS service designed for learners.

Issues from third generation Activity Theory, cont.


DOE AND PEDAGOGY

If the WCED wants to publish curricula, but educators and/or their schools believe that these belong to them, then tension between the ownership of curricula and publishing them online will occur.

Without the support of a broader Visual Arts educators’ Community of Practice, the school’s educator may not see real professional benefit in using Web2.0 technologies.

OTHER

Learners from well-resourced homes may choose to use OPSNS there. This may pose a challenge to the fairness of educator’s marking criteria, when learners without after-hours access do not have sufficient time to use digitisation and OPSNS equipment in in class.

Issues from third generation Activity Theory, cont.

The key factors for sustained adoption of OPSNS for e-portfolio use #1

KEY CRITERIA FOR INITIAL ADOPTION

FACTORS

Change aide influence (WCED curricular adviser or researcher)

Educator buy-in

Sufficient technological resourcing (or ability to upscale)

No major new costs to the school

NEW UNDERSTANDING

OPSNS curricula are unlikely to “bubble-up”! If school, the WCED and/or DOE want to promote ICT Literacy they need to support interested educators with appropriate resources.



The key factors for sustained adoption of OPSNS for e-portfolio use #2

KEY CRITERIA FOR SUSTAINED ADOPTION

Out-of-school resources

Budget to increase resources

Interested learners

Educator assistance with web2.0 media

Visual Arts department policy

Support from curricular advisers

NEW UNDERSTANDING

1. Visual Art’s department policy must be updated quickly to

assure sustained adoption.

2. Learners with out-of-school support and resourcing are

likely to produce more substantive online portfolios.



An educator’s opinion of Web2.0 software’s value in Visual Arts education?


2010 OUTCOMES

SEVERAL WEB2.0 SOFTWARE SERVICES COULD OFFER VALUEIn just over a year, an educator has moved from not using web2.0media to using varied services in class. In addition to Carbonmade,colourlovers.com (a colour palette generation SNS service) was usedin a new “Exploration of Colour” curriculum. Diigo.com is a socialbookmarking service that will be used to give learners’s feedback and allow them to comment on each others’ work within a secure environment in grade 11. Dribbble.com allows visual creatives to respond to each others’ works. This could be used as a “soft launch”for grade 11’s to receive audience feedback.

IT WILL BE DIFFICULT TO MOVE TO WEB2.0 FROM DESKTOP SOFTWARECorel Draw is used in educating learners, because its reliable and the educator is familiar with it. There may be cheaper web2.0 alternatives, but these will not be adopted into curricula unlessthe educator has time and support to learn new services.

ONLINE SCHOOL ART COMPETITIONSThe educator will be entering online digitised learner work into Saatchi & Saatchi’s international school art competition this year.

Colour palette creation with colourlovers.com

Sharing web bookmarks and comments via diigo.com

Post-and-response of small designs on www.dribbble.com

Entering t-shirt design competitions at springleap.com

OTHER USES

SUPPORT A SCHOOL’S STUDENTS WHILE THEY’RE ON EXCHANGECarbonmade was used by the educator to give feedback to a grade 12 learner on exchange in preparation for his matric exhibition.

ONLINE VISUAL EVIDENCE FOR LEARNING SUCCESSESOpportunity to augment the text descriptions of Visual Arts on the school’s website by providing links to the best portfolios- In preparation, the Visual Arts department is working to update its

webpages.

ALUMNAE EXHIBITIONSCreates an easily accessible record of past students’ work when used with social bookmarking lists - This supports online exhibitions of current and former students’

work in the computer lab.

DEMOCRATICES EDUCATIONLearners’ can exercise their voice and the educator may choose to address valid concerns.


Other ways Web2.0 software offers value to Visual Arts educators

THANKS to this research’s supporters

National Research Foundation.

University of Cape Town,Department of Film and Media Studies.Dr Marion Walton

Cape Peninsula University of Technology,Department of Informatics and Design.Prof Johannes Cronje& Educational Technology MA & PhD Colleagues


Video screengrabs fromJohn Salt of