Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-77c89778f8-rkxrd Total loading time: 0 Render date: 2024-07-18T03:24:34.406Z Has data issue: false hasContentIssue false

9 - Process and Outcome Paradigms in Media Arts Pedagogy

from PART V - CRITICAL PEDAGOGY

Published online by Cambridge University Press:  04 July 2017

By
Nancy E. Paterson
Edited by
Michael Filimowicz  and
Veronika Tzankova
Michael Filimowicz
Affiliation:
Simon Fraser University, British Columbia
Veronika Tzankova
Affiliation:
Simon Fraser University, British Columbia
Get access

Summary

Abstract:

This chapter explores process and outcomes paradigms in media arts pedagogy in the context of new media information and communications technologies (ICTs) and the “contested” Internet – the highly controlled, surveilled, and commercialized networks we use. The paradigmatic notions of pedagogy as either process-based (Dewey) or outcomes-oriented (Niebuhr) are discussed in connection to studio-based learning. Process-based approaches to education have been dominant in the twentieth century and were developed by Dewey, Vygotsky, Schön, Kolb, and many others, while outcomes-oriented education developed later in the period. Originating with sociologist William Spady, outcomes-based education (OBE) (1994) has been implemented as an administrative tool both for measuring individual performance as well as course or program level assessments. Performance “metrics” in outcomes initiatives emphasize peer review and measurement, de-emphasizing flexible approaches such as allowing individual students to assess according to their own goals. This chapter draws on Niebuhr rather than Dewey for expanding OBE frameworks for the use of ICTs in media arts project-based learning. Students are technologically enabled in project-based learning to become agents of their own goals and learning agendas since ICTs provide capabilities for individually tailored learning experiences which contextualize knowledge and assist in developing informed Internet citizenship.

Type
Chapter
Information
Teaching Computational Creativity , pp. 213 - 228
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Beaudin, B. and Quick, D. (1995). Experiential Learning: Theoretical Underpinnings. Fort Collins, CO: High Plains Intermountain Center for Agricultural Health and Safety, Colorado State University. Retrieved from http://users.ugent.be/∼mvalcke/LI_1213/experiencial_learning.pdf. Accessed online February 1, 2016.Google Scholar
Beetham, H. and Sharpe, R. (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. London: Routledge.Google Scholar
Brawley, S., Clark, J., Dixon, C. et al. (2013). Learning Outcomes Assessment and History: TEQSA, the After Standards Project and the QA/QI Challenge in Australia. Arts and Humanities in Higher Education, 12(1), 20–35. http://doi.org/10.1177/1474022212460745. Accessed online December 7, 2016.Google Scholar
Burdick, A., Drucker, J., Lunenfeld, P., Presner, T., and Schnapp, J. (2012). Digital Humanities. Cambridge, MA: MIT Press. Retrieved from http://mitpress.mit.edu/sites/default/files/titles/content/9780262018470_Open_Access_Edition. Accessed online December 7, 2016.Google Scholar
Carver, R. (May/June 1996). Theory for Practice: A Framework for Thinking about Experiential Education. Journal of Experiential Education, 19(1), 149–58. Retrieved from https://rampages.us/utaproject/wp-content/uploads/sites/6546/2015/04/Carver-1996_Experiential-Education-Framework.pdf. Accessed online February 1, 2016.CrossRefGoogle Scholar
Creeber, G. and Martin, R. (Eds.) (2009). Digital Culture: Understanding New Media. Berkshire, England: Open University Press.Google Scholar
Cubitt, S. (2009). Digital Theory. Case Study: Digital Aesthetics. In Creeber, G. and Martin, R. (Eds.), Digital Culture: Understanding New Media. Berkshire, England: Open University Press, pp. 23–9.Google Scholar
Dewey, J. (1897, January). My Pedagogic Creed. School Journal, 54, 77–80.Google Scholar
Dewey, J. (1938). Experience and Education. New York: Collier Books.Google Scholar
Donath, J. (2014, November 8). The Social Machine: Designs for Living Online. Boston Book Festival panel: Howard Gardner, Judith Donath, Vikram Chandra, host Jason Pontin. Boston Old South Church. Book TV air date November 8, 2014 C-SPAN2, www.booktv.org. Original date October 25, 2014.Google Scholar
Eisner, E.W. (1979). The Educational Imagination: On the Design and Evaluation of School Programs. New York: Macmillan.Google Scholar
Fenwick, J.T. (2001). “Experiential Learning: A Theoretical Critique from Five Perspectives,” ERIC Information Series No. 385.Google Scholar
Ferry, N.M. and Ross-Gordon, J.M. (1998). An Inquiry into Schon's Epistemology of Practice: Exploring Links between Experience and Reflective Practice. Human Relations June 1, 2015, 68, 973–1000.Google Scholar
Freire, M. and McCarthy, E. (March 2014). Four Approaches to New Media Art Education. Art Education, (67.2), 28–31.Google Scholar
Galloway, A.R. (2004). Protocol: How Control Exists after Decentralization. Cambridge, MA: MIT Press.Google Scholar
Harries, R. and Platten, S. (2010). Reinhold Niebuhr and Contemporary Politics: God and Power. New York: Oxford University Press.CrossRefGoogle Scholar
Hazelkorn, E. (2014). Making an Impact: New Directions for Arts and Humanities Research. Articles. Arts and Humanities in Higher Education, 2013. Pre-print article. Retrieved from http://arrow.dit.ie/cserart/51. Accessed online December 7, 2016.Google Scholar
Kolb, D.A. (1984). Experiential Learning: Experiences as a Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Lewis, L.H. and Williams, C.J. (Summer 1994). Experiential Learning: Past and Present. New Directions for Adult and Continuing Education (62) pp. 5–16. Retrieved from www.sunyjcc.edu/files/Experiential%20Learning%20-%20Past%20and%20Present.pdf. Accessed online March 3, 2016.Google Scholar
MacKinnon, B. (1985). American Philosophy: A Historical Anthology. Albany, NY: State University of New York Press.Google Scholar
Moll, M. (2013, September 26). Do You Know Where Your Data Have Been? Ottawa Citizen. Retrieved from http://maritamoll.ca/content/do-you-know-where-your-data-have-been. Accessed online December 7, 2016.Google Scholar
Mughal, F. and Zafar, A. (2011). Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle. International Journal of Learning and Development, (1), 27–37. Retrieved from http://eprints.lancs.ac.uk/62024/1/952.pdf. Accessed online February 1, 2016.Google Scholar
Niebuhr, R. (1932). Moral Man and Immoral Society: A Study in Ethics and Politics. New York: Charles Scribner.Google Scholar
Paul, C. (2015, December 11–January 30). Little Sister (is Watching You, Too). Exhibition catalog. Pratt Manhattan Gallery, New York City.Google Scholar
Piaget, J. and Beth, E.W. (1966). Mathematical Epistemology and Psychology. Holland: Dordrecht.Google Scholar
Rice, D. (1993). Reinhold Niebuhr and John Dewey: An American Odyssey. Albany, NY: State University of New York Press.Google Scholar
Rice, D. (2009). Engagements with an American Original. Grand Rapids, MI: Wm. B. Eerdmans Publishing.Google Scholar
Schön, D. (1983). The Reflective Practitioner. How Professionals Think in Action. London: Temple Smith.Google Scholar
Shields, P. (2014). Borders as Information Flows and Transnational Networks. Global Media and Communication, 10(1), 3–33.CrossRefGoogle Scholar
Smith, M.K. (2012). What is Pedagogy? The Encyclopedia of Informal Education. Retrieved from http://infed.org/mobi/what-is-pedagogy/. Accessed online December 7, 2016.Google Scholar
Spady, W.G. (1994). Outcome-Based Education: Critical Issues and Answers. Arlington, VA: American Association of School Administrators.Google Scholar
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. Retrieved from www.instructionaldesign.org/theories/social-development.html. Accessed online December 7, 2016.Google Scholar
Wells, G. (1995). Language and the Inquiry-Oriented Curriculum. Curriculum Inquiry, 25(3), 233–48.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×