Logan, C., Allan, S., Kurien, A. & Flint, D. (2007) Distributed E-Learning in Art, Design and Media: An Investigation into Current Practice The Higher Education Academy Subject Centre for Art, Design and Media

Logan, C., Allan, S., Kurien, A. & Flint, D. (2007) Distributed E-Learning in Art, Design and Media: An Investigation into Current Practice The Higher Education Academy Subject Centre for Art, Design and Media

The research aimed to provide a picture of the current use of virtual learning environments and other learning and teaching technologies in these subject areas. The findings of the project were reviewed in the light of current literature, and the report provides development-oriented advice that aims to benefit stakeholders in these specialist subject areas.

Three kinds of findings contributed to the project. Detailed survey evidence describes current and extensive use of learning technologies and levels of user satisfaction; case studies provide in-depth accounts of practical and pedagogical issues involved in introducing e-learning into course programmes; and focus group findings give rich, qualitative accounts of real-life learning and teaching, including the student experience. The project’s evidence provides a picture of the diverse and innovative use currently being made of e-learning across art, design and media disciplines.

For further information visit:
http://pathfinder.cumbria.ac.uk/del1.html

Download the full report.

Mendoza, H.R., Bernasconi, C. & MacDonald N.M. (2007) ‘Creating New Identities in Design Education’ International Journal of Art and Design Education, 26 (3), pp308-313

Mendoza, H.R., Bernasconi, C. & MacDonald N.M. (2007) ‘Creating New Identities in Design Education’ International Journal of Art and Design Education, 26 (3), pp308-313

Mendoza et al explore a community theory of shared knowledge in interdisciplinary design fields. The ideas are not dissimilar to Lave & Wenger’s legitimate peripheral participation in that the authors state that they “do not subscribe to the idea of restrictive fields of knowledge which thereby prevent access to others. We argue that a collective mapping of interrelated knowledge territories creates a stronger framework…”

“The ability to interrelate with others using the ap, to add and to edit it creates a powerful participatory learning tool.” There are also links with well-founded web 2.0 technologies such as wikis and weblogs in the underlying ethos expressed in the article. The authors go on to affirm the belief that restricting knowledge through boundaries is counterintuitive to its mercurial nature.

Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation Cambridge: Cambridge University Press

Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation Cambridge: Cambridge University Press

The authors describe the concept of legitimate peripheral participation as being central to their theory of Situated Learning. In broad terms, legitimate peripheral paticipation describes the way in which members of communities of practice are valued by their willingness to learn and contribute to the knowledge of a sociocultural community based on a predicated mastery of existing knowledge and skills.

There is a relationship with this theory and the recurrent capacity of Web 2.0 technologies as described by Downes (2007); Interaction: participation in a community of practice; Usability and Relevance. So there are significant parallels to the theme of ownership (user, organisational) of portfolios for learning and employment.