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dc.contributor.authorKawka, Marta
dc.contributor.authorLarkin, Kevin
dc.contributor.authorDanaher, PA
dc.contributor.editorSims, Rod
dc.date.accessioned2017-05-03T14:04:48Z
dc.date.available2017-05-03T14:04:48Z
dc.date.issued2011
dc.date.modified2012-05-20T22:09:09Z
dc.identifier.issn1492-3831
dc.identifier.doi10.19173/irrodl.v12i7.1028
dc.identifier.urihttp://hdl.handle.net/10072/42292
dc.description.abstractEmergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to the learning that occurs in educational institutions. However, the question remains whether institutional frameworks can accommodate the opposing notion of "cooperative systems" (Shirky, 2005), systems that facilitate the creation of user-generated content, particularly as first-year education cohorts are novice groups in the sense of not yet having developed university-level knowledge. This paper theorizes an emergent learning assessment item (Flickr photo-narratives) within a first-year media arts undergraduate education course. It challenges the conventional models of student-lecturer interaction by outlining a methodology of teaching for emergence that will facilitate student-directed and open-ended learning. The paper applies a matrix with four parameters (teacher-directed content/student-directed content; non-interactive learning task/interactive learning framework). This matrix is used as a conceptual space within which to investigate how a learning task might be constructed to afford the best opportunities for emergent learning. It explores the strategies that interactive artists utilize for participant engagement (particularly the relationship between the artist and the audience in the creation of interactive artworks) and suggests how these strategies might be applied to emergent generative outcomes with first-year education students. We build upon Williams et al.'s framework of emergent learning, where "content will not be delivered to learners but co-constructed with them" (De Freitas & Conole, as cited in Williams et al., 2011, p. 40), and the notion that in constructing emergent learning environments "considerable effort is required to ensure an effective balance between openness and constraint" (Williams et al., 2011, p. 39). We assert that for a learning event within a Web 2.0 environment to be considered emergent, not only does there need to be an effective balance between teacher-directed content and student-directed content for knowledge to be open, creative, and distributed by learners (Williams et al., 2011), but there also need to be multiple opportunities for interaction and communication between students within the system and that these "drive the emergence of structures that are more complex than the mere parts of that system" (Sommerer & Mignonneau, 2002, p. 161).
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent659627 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAthabasca University
dc.publisher.placeCanada
dc.publisher.urihttp://www.irrodl.org/index.php/irrodl/article/view/1028
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom40
dc.relation.ispartofpageto55
dc.relation.ispartofissue7
dc.relation.ispartofjournalInternational Review of Research in Open and Distance Learning
dc.relation.ispartofvolume12
dc.rights.retentionY
dc.subject.fieldofresearchInformation systems
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchCreative arts, media and communication curriculum and pedagogy
dc.subject.fieldofresearchTeacher education and professional development of educators
dc.subject.fieldofresearchLibrary and information studies
dc.subject.fieldofresearchcode4609
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode390101
dc.subject.fieldofresearchcode390307
dc.subject.fieldofresearchcode4610
dc.titleEmergent learning and interactive media artworks: Parameters of interaction for novice groups
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© The Author(s) 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorLarkin, Kevin M.
gro.griffith.authorKawka, Marta


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