Process and Outcome Paradigms in Media Arts Pedagogy
In Michael Filimowicz, Veronika Tzankova (Eds). Teaching Computational Creativity. Cambridge University Press (2017); ISBN-13: 978-1107138049
Posted: 7 Sep 2017
Date Written: May 2, 2017
This chapter explores process and outcome 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 network(s) we use. Utilizing ICT technologies, educators (in their teaching practices); administrators (applying “performance metrics” and exerting pressure on educators to change); policy makers (e.g. looking to cut funding or gain efficiencies); educational technology designers (looking to expand markets); and instructional designers (looking to port face to face courses into an online format) are all facing commensurate technical and theoretical considerations regarding how to foster creative and engaged learners. Applicable primarily to educators themselves in their teaching practices, this discussion considers process-oriented and outcomes-based teaching and learning conceptual models in the context of the multiplicity of communications platforms, Internet protocols and commercial software controls which create challenges and opportunities for the use of (ICTs) in media arts and humanities education.
The analysis originates with contrasting ideas from John Dewey and Reinhold Niebuhr as either process-oriented (Dewey) or outcomes-based (Niebuhr) approaches to teaching and learning. Through the writings of Dewey, Vygotsky, Schon and Kolb contrasted with Niebuhr, Cubitt and to a lesser extent Galloway, process and outcomes concepts inform a range of approaches in media arts pedagogy. This chapter draws on Niebuhr rather than Dewey for providing a framework enabling 21st century citizenship requiring that students of digital arts and humanities view commercial networks as having both pro- and anti-social agendas. Dewey and Niebuhr were chosen as theoretical sources in part, to reappraise them in light of the models proposed and in the context of new communications technologies with which they would not have been familiar.
Keywords: ICT technologies; process-oriented and outcomes-based teaching and learning
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