Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

Emergent 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...

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Autores principales:	Marta Kawka, Kevin Larkin, P.A. Danaher
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	Educational institutions emergent learning interactive art media arts knowledge novice learners Web 2.0 Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1dcd2c33ec454c81bb9db3226159def2
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spelling	oai:doaj.org-article:1dcd2c33ec454c81bb9db3226159def22021-12-02T11:19:50ZEmergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups1492-3831https://doaj.org/article/1dcd2c33ec454c81bb9db3226159def22011-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1028/2023https://doaj.org/toc/1492-3831Emergent 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). Marta KawkaKevin LarkinP.A. DanaherAthabasca University PressarticleEducational institutionsemergent learninginteractive artmedia artsknowledgenovice learnersWeb 2.0Special aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 7 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Educational institutions emergent learning interactive art media arts knowledge novice learners Web 2.0 Special aspects of education LC8-6691
spellingShingle	Educational institutions emergent learning interactive art media arts knowledge novice learners Web 2.0 Special aspects of education LC8-6691 Marta Kawka Kevin Larkin P.A. Danaher Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups
description	Emergent 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).
format	article
author	Marta Kawka Kevin Larkin P.A. Danaher
author_facet	Marta Kawka Kevin Larkin P.A. Danaher
author_sort	Marta Kawka
title	Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups
title_short	Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups
title_full	Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups
title_fullStr	Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups
title_full_unstemmed	Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups
title_sort	emergent learning and interactive media artworks: parameters of interaction for novice groups
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/1dcd2c33ec454c81bb9db3226159def2
work_keys_str_mv	AT martakawka emergentlearningandinteractivemediaartworksparametersofinteractionfornovicegroups AT kevinlarkin emergentlearningandinteractivemediaartworksparametersofinteractionfornovicegroups AT padanaher emergentlearningandinteractivemediaartworksparametersofinteractionfornovicegroups
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Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

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