the great editorial race (jisc event)
TRANSCRIPT
The Great Editorial Race
Elaine Garcia&
Mel Brown
CONTEXT
• Based within the FD / BA (Hons) Illustration Programme – Year 2
• Optional Module – Illustrative Practices
• Assignment – Competitive Spirit
• Project – Great Editorial Race
• 3 Week project
CONTEXT
Traditional client-led brief within the classroom
Commission for a client and visually interpret a message that needs to be conveyed to a particular audience in a given context
Work in teams and compete against each other to “win” the job
Collective Group Blog is required to be set up by student team
CONTEXT
Minimum of 10 illustrations need to be completed
Judged by the “client”
Deadline set for submission to “client”
Teams can submit more than one entry
CONTEXT
Winner awarded (fictional) Illustration pounds
Second Place wins have the prize amount
Late submission: fined double
Winner is the team who has the most money at end (minus fines)
WHY USE BLOGS?• Flexible, interactive, easy to
use for reflection
• Support peer and social learning communities
• Allow others to read and comment
• Discuss experiences– primary / secondary– Actual, recalled and artificial
• Flexible Media – text, images, videos, links
• Allow students to gain real life experience
• David Kolb– Learning occurs through
the transformation of experience
– Emphasis is on the process not the outcome of learning
– Transformational process – knowledge created, adapted - not transmitted
EXPERIENTIAL LEARNING
KOLB’S LEARNING CYCLE
BLOGS AND EXPERIENTIAL LEARNING
• Enable learning through – writing, reading, receiving comments and posting comments
• Collective blogs allow collaborative learning
• Sharing, creating, analysing and evaluating knowledge
• Social and Conversational in nature
KOLB’S LEARNING CYCLE WITH BLOG USAGE AND REFLECTION
ACTIVITIES
The Great Editorial Race
The Great Editorial Race
The Great Editorial Race
The Great Editorial Race
The Great Editorial Race
The Great Editorial Race
FINDINGS
• Total posts – 64% in FB, 19% in WWSY, 17% in IN
• Comments – 78% in FB, 15% in WWSY, 7% in IN
However students also stated they kept in contact via:• Facebook • face to face• text (messaging)
• Experiential Learning – 67% in FB, 19% in WWSY, 15% in IN
• Therefore the greater the activity, the greater the learning
FINDINGS
• Higher numbers of images• 70% in FB, 20% in WWSY and 10% in IN
• Comments indicate higher levels of engagement within FB with other teams often posting after submission
• Within FB all members contributed
• Within IN and WWSY at least one team member failed to engage
• Maximum contributions from one individual: FB = 71, WWSY = 16, IN
= 7
• Maximum posts from one individual: FB = 26, WWSY = 7, IN = 8
• Average comments per post: FB = 2.8, WWSY = 1.8, IN = 0.9
• Learning could possibly therefore be attributed to each of
these aspect
DISCUSSION
• Experiential Learning has occurred to varying degrees
• Greater blog use appears to indicate greater learning
• Only within FB is the full cycle complete
• Within IN and WWSY the perception continuum appears to be
less developed – lack of engaged feedback
• Possible lack of reading within WWSY and IN
• FB evidence of reflective learning – respond, seeking feedback,
encourages other to seek feedback
• Assessment not part of task may have resulted in lack of
engagement
• Art and Design context – more visual use of blogs
CONCLUSIONS & RECOMMENDATIONS
• Collective blogs can be used to support experiential learning
• Evidence of support for reflective learning
• Dependent upon individuals, and active engagement
• Need four key aspects - reading, writing, leaving comments and
receiving comments
• Triggers - self-reflection, reflection triggered by reading, reflective
dialogue
• Appear to be useful in Art and Design for critique of visual
images
• Need to consider assessment – will it inhibit effective reflective
learning
• Future studies could consider engagement with authentic
audiences
TO FIND OUT MORE…..
Garcia, E., Brown, M., Elbeltagi, I (2012) The Effectivness of Collective Group Blogs as a Tool for Reflection Within Experiential Learning Projects: A Case Study of Simulated Work Based Learning Within Higher Education. Proceedings of the Conference of Technology and
Educational Development, 7-9 March 2012, Valencia: IATED
Contact: Elaine Garcia – [email protected]
Twitter – ela1negarc1a