by Linnea Wren | 24 May 2010 | Teaching
I am one of those art historians who is a digital alien (see L. Rusch’s comment to Jon Lackman’s post of 13 May). But even if I were a digital native, I might still be perplexed by the pedagogical applications of the new technology that will work best in the classroom. I am wondering how I can move beyond what I currently do — having my students utilize PowerPoint in classroom presentations. I would like to pose some questions:
- Do students engage with ideas in more complex ways if encouraged to use electronic discussion boards?
- Do students become more engaged with research and writing if they present their work in wikis and podcasts?
- Does using technological techniques improve students’ analytical and writing skills? Would they commit more effort if they consider working in these techniques especially relevant to their future careers?
- Do the advanced features of PowerPoint, normally shunned, have learning potential? For example, if students create visual essays (no words, no texts), would the transitions, motion-tracking, and other features of PowerPoint be effective as communication devices?
- Does the creation of flow charts offer a good way for students to understand multicultural contacts and influences? (See bubbl.us for a free application.)
And does the group collaboration possible through these techniques help students to learn? Can these media help create a model for art history research and writing that is dynamic and relevant?
If any of you have used these techniques, I would love to hear your experiences. Please comment below.
The Art Historians At Work blog was good while it lasted — and it’s still interesting to read if you’ve never seen it before.
Hello :)
There are myriad tools beyond powerpoint and flow charts, which are wonderful ways to bore humans of any age to death!!
I remember with physical dismay my art history lecturers heaping us with photocopied notes with tiny black and white images of an exquisite Bottcelli, Durer, Tintoretto etc… How can a lecturer expect to inspire a student with THAT!
Some tools:
*Google wave has just gone public – its like a message board and email and collaboration tool all in one. I have been using it with tute groups since to wonderful effect.
As for visual presentations, augmented reality(AR) browsing is steadily becoming widespread and will revolutionise the way art images can be presented and info supplemented.
The Getty museum has completed some AR displays, to wonderful effect:
http://www.getty.edu/art/exhibitions/north_pavilion/cabinet/index.html
Also, dont forget smarthistory.org, which essentially aims to be an online art history textbook.
Feel free to contact me if you would like more detail on this and how I use it with my students.
Art is one of those subjects where VISUAL stimuli is vital to making it interesting. Becoming digitally versed will benefit student and demonstrator alike and can make the process of learning an enjoyable and inspiring one.
Cheers
H Niyazi
threepipeproblem.blogspot.com
I’m a student in a well-respected purely online program in museum studies. A major part of my “discussion” work is done online through message boards. I find that this does improve my writing and analytical skills, as I am forced to answer questions clearly and thoughtfully through my writing.
I have used all of the above technologies and others as both a graduate student and instructor. While fascinating, and potentially useful for engaging otherwise unengaged students, none of them seems to me as effective at developing analytical and methodological skills as a good group discussion. It’s that “good” part that can be tricky. I’m also concerned about how much we might cater to students cultural ADD (as opposed to pathological ADD, which we should cater to).