Session Information
29 SES 07 A, Parallel Paper Session
Paper Session
Contribution
The topic for this presentation is an ongoing investigation into the connection between the learning outcome of digital picture production and IT-didactic designs, and it refers to a Ph.D.-project in progress.
The research question of the project is how IT-didactic designs can support lessons in production of complex meaning in digital pictures and increase the development of pupil’s picture aesthetic competences. The objective is to qualify and renew lessons in the school subject visual arts – and crosswise of subjects in school.
The project is due to different facts: Digital pictures are increased factors in the development of culture, in socializing and in bildung. (Tholle 2007). Furthermore new genres and ways of using digital pictures and medias continuously develop. (Sørensen 2002). This ought to be an incessant challenge for teachers in the school subject of visual arts in Denmark, where digital picture production has been a demand since 1991. Investigations indicate though, that integration of IT in lessons of visual arts has not run successfully. (Ministeriet for Børn og Undervisning, 2011).
Next to that, results of recent research in IT-didactics make challenges to the didactics of visual arts. Results show, that use of IT and digital medias facilitates learning processes in those subjects, where such investigations have taken place. (Levinsen og Sørensen 2008). Until now most didactic research in the field of visual arts has been related to production of analog pictures. Research of Mie Buhl shows though, that digital picture production develops new strategies of production compared to analog picture production. (Buhl 2002). This invites for research into the connection between IT-didactic designs and the learning outcome of digital picture production.
The learning outcome will be analyzed in the light of a specific concept of picture aesthetic competence, which it is a part of the project to clarify. In this process Nelson Goodman’s pragmatic aesthetics will be used to raise awareness of special characteristics of most visual symbolism and the complexity in the formation of meaning, which is a consequence of this - and of the fact, that many digital pictures interact with other kinds of symbols – for example text and sound. (Goodman 1968).
Method
Expected Outcomes
References
Buhl, Mie (2002): “Paradoxical Visual Arts Education” (English Title), The Danish University of Education Cobb, P. et al. (2003): “Design Experiments in Educational Research” in “Educational Researcher”, vol. 32, no. 1. Collins, Allan et. al. (2004): “Design Research: Theoretical and Metodological Issuses” in “Journal of the Learning Sciences”, Vol. 13. Goodman, Nelson (1968): “Languages of Art – an Approach to a Theory of Symbols”, Indianapolis U.S.A., The Bobbs-Merrill Company, Inc.. Levinsen, Karin Tweddell og Birgitte Holm Sørensen (2008): ”IT, faglig læring og pædagogisk videnledelse”. Rapport vedr. Projekt IT og læring 2006-2007. Danmarks Pædagogiske Universitetsskole. Ministeriet for børn og undervisning (2011): ”Kortlægning af de praktisk/musiske fags status og vilkår i folkeskolen”. Rapport, Rambøll. Selander, Staffan (2008): “Designs for Learning – A Theoretical Perspective” in “Designs for Learning”, Vol. 1, nr. 1. Sørensen, Birgitte Holm (2002): “Digital produktion – nye æstetiske former og produktionsmåder under udvikling” in Carsten Jessen m.fl. (red): ”Børn på nettet – kommunikation og læring”, Gads Forlag. Tholle, Kirsten Plum (2007): ”Den personlige hjemmeside – æstetik og identitet” in Carsten Jessen m.fl. (red): ”Børn på nettet – kommunikation og læring”, Gads Forlag. Van den Akker, Paul et al. (2006): ”Introducing Educational Design Research” in Van den Akker, Paul et al. (red): ”Educational Design Research”
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