Reflections on e-learning Diane Peacock Project Director (Special Projects) on behalf of e-studio project team based in the School of Art and Design University of Wolverhampton for “Spread the Word” 7th September 2005

an ever widening skill and experience gap between those academics in art and design who do, can and want to use technology and those who don’t, can’t or won’t use technology an increasingly computer literate student body and a rapidly expanding array of resources and interactions available online

The ‘climate’ then and now? Concerns that virtual learning environments are primarily being implemented for economic not pedagogic reasons and parallel concerns that adopting e-learning actually costs more to implement not less Anxieties about ‘technology’ rendering ‘face-to-face’ teaching & learning redundant but on the other hand requiring staff to be perpetually available to students via Belief that learning via the Internet is likely to be superficial because of difficulties in accessing appropriate material

The ‘climate’ then and now? Anxieties about the cultural and educational impact of indiscriminate and unregulated material available on the web Technology often identified with software skills in creative practice (e.g. Photoshop) and associated primarily with particular subjects or perceived as supporting ICT/ technical/information-based learning View that e-learning equates with logistical, mechanical paradigms/processes - unsuited to creative, craft-based or intuitive learning and assessment

The ‘climate’ then and now? The Government’s ongoing strategic focus on new technology in both education and employment contexts Increasing emphasis on the role of technology in the national curriculum, key skills, in PDP reporting and in terms of the expectations of employers Technology-literate students having skills and expectations that go way beyond enabling them to receive s or access documents or images on a VLE The need for academic communities to understand the pedagogic differences between virtual and ‘face- to-face’ interactions in order to grasp the possibilities of using both in tandem

The ‘climate’ then and now? Lack of time for staff to develop their own personal pedagogic approach to working in virtual settings Anxieties about ‘publishing’ own teaching materials Concerns about IPR and copyright Too few examples of art and design e-learning materials that academics want to use The rapid development of e-culture and the possibilities offered by the convergence of digital technologies in all aspects of life Increasing availability of relative sophisticated interactive multimedia multiplatform products and services

The e-studio project The e-studio project was one of 24 funded by the Joint Information Systems Committee (JISC) X4L strand to ‘re-purpose’ JISC online resources for use in FE/HE settings Fixed term multidisciplinary staff team of five based in the University of Wolverhampton working with colleagues in four FE colleges and the University All materials and tools produced by X4L projects will be freely available (via an Athens password) in Autumn 2005 on the JORUM, the JISC national digital repository

The e-studio approach Team based approach Began with an audit of JISC & other resources Survey of FE, HND & Foundation Degree Curriculum Established development teams to generate ideas and foster ‘ownership’ of content and form Identified gaps/concepts that would benefit from an e- learning approach, then conceptualised various resource models and tools Researched, developed & tested Staff development/skill sharing ongoing

Distinctive features of the project Creative, collaborative approach to the development of e-learning resources (objects) and tools Determination to push the boundaries and take risks Innovative approach to working with external agencies and individuals that could easily be replicated elsewhere Used feedback from users at all stages Detailed archive of all processes/activities/materials to be retained by the University of Wolverhampton Learning Centre Reflective and self critical approach to what has and has not been achieved

The objects and tools

InfoBase (Basic classification and storage tool) Storage tool for classifying and sharing information Useful for building up intelligence on web- based and other resources in terms of content, level, interactivity and accessibility Includes pedagogic and copyright permissions section Includes space to report on on other types of resource

Online Reference Tool (Web source & access tool) A simple online web bibliographic tool, initially populated with JISC resources, designed to enable staff to add, delete and regularly update content with their own web references It can also be customised for individual course use rather than generic use Provides an ‘approved’ search and reference tool for students Offered in 2 interface formats

3D Design History (Encarta model) A learning object addressing post-war design where local buildings are used to examine international design styles and social change Hyperlinks and hotspots link to detailed examples of West Midlands product design, furniture design and glassmaking Sample tasks highlight how the object might be used Widespread use of JISC digital archives of buildings in their original state will enable comparison with a student upload area, where digital photographs of the altered or neglected buildings are shown in their present state Use of donated material from local archives and specially commissioned photographs Supports field trip and case study learning

Fine Art Forum (Resource bulletin model) An online bulletin of exhibitions in 4 major London galleries, automatically updated to display ‘current exhibition’ information and provide links to each gallery web site Features suggested JISC study links and other Fine Art related web sites. This will encourage students to visit sites regularly in preparation for field trips or project work. Links can be added and deleted at a local level A moderated message board and asynchronous chatroom will enable students and staff to use a online discussion forum to follow up on visits or tasks

Photo Essay (Interactive task model) Based on a series of practical and critical simulations that link theory to practice Activities and tasks that can be used in the studio or remotely Interactive photo editing activity with qualitative immediate feedback Timelines and web resources Customisable elements for lecturer input (image and text based) Widespread use of JISC and other resources

Performing Arts (Interactive resource model) A theatre foyer acts as the interface for the object Users can explore a virtual theatre space to find out about working in the theatre or related occupations Contextual and professional information on the theatre industry is provided alongside interviews with people Links to useful JISC and other performing arts web sites This object has involved collaboration with the Theatre Museum, London and the New Vic Theatre Newcastle under Lyme

Film Noir (Simulation model) A detective’s desk acts as the interface for the object from which users can explore a virtual city and interrogate characters Uses an interactive task to anchor learning at a introductory FE level Notes and assessment tasks can be customised by the tutor Selected web bibliographies provided but tutor can add own

Film Noir Object

Fashion and Textiles (Self populating model) Utilises a student workstation then a virtual building for recording the journey from education to employment Interactive resource that can be accessed by individuals and local groups Could be used as the starting point for an e-portfolio Links to professional sites and case studies Notice board for students and staff All content customisable either by students or staff

In conclusion Our experience suggests that engagement with virtual learning methods can have a positive impact on curriculum content and delivery in art and design, which in turn can benefit students When approaching the use of virtual learning environments we need to think about what is communicated (content) and how content is communicated (form and interaction, user needs & preferences, accessibility) and in what ways this can complement and enhance (not reduce) our ‘face to face’ teaching & learning

In conclusion We believe by using e-pedagogic methods alongside ‘face-to-face’ learning, we have the capability to positively strengthen and potentially re-configure ‘communities of learners’ in what often feels like an increasingly dispersed, fragmented and for some, an isolated educational community There is a caution here however, while many students are very positive about what they want from virtual learning environments, they are also extremely critical if it’s seen as a replacement for ‘face-to-face’ learning - the very reason they opted to study at a university or college

Post Script Information for institutions wishing to have access to or deposit material on JORUM will be posted on: and sites shortly Please continue to direct Deaf students and interpreters to: and And direct academics and technical staff to: for the downloadable leaflets on TL&A D/deaf students in art, design and media, engineering & the built environment or science