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Technologies for Reflecting on the Peer Modelling Videos

12/7/2020

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The peer modelling videos of the art practice archive serve many purposes, including:

  • they help the video maker (student-artist 'peer') to document and reflect upon their work so that they can make progress.
  • the process of making the video helps the video maker concentrate on the key curriculum outcomes to be shown
  • the video provides clear evidence that the student-artist has met curriculum outcomes
  • the videos allow students to observe their peers modelling good art practice.

There is a growing body of evidence for the effectiveness of peer modelling in the visual art classroom.   No doubt, simply watching a video and listening to the peer modelling artist will be helpful. However, because there is so much to be learnt from these videos, we do not want to just assume that our students will automatically absorb it all through a process of osmosis.  In fact, as with any learning of new concepts, it is usually necessary to look at the material from different angles, and use different methods of reflection.  It is particularly important to connect the new knowledge with what the student knows already.    And, each student has unique needs, as UDL shows; we cannot afford to have one approach to meet the needs of some non-existent 'average' student.  My initial research has suggested some possible areas for development :
1)   ONLINE QUIZZES TO HELP FOCUS VIEWERS ON KEY POINTS AND MAKE PERSONAL REFLECTION

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EDPUZZLE is a web based app that allows you to create quizzes with the peer modelling videos.  The most important feature of this system is that the video stops playing when a question is to be answered. This forces the student to think about the clip that they have just watched.  
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Google Forms allows you make a variety of quizzes, and students are very familiar with this format.  In the example above (a section of a quiz given to grade 9 students to help them analyse and reflect on  Jackie's video) time stamps are given.  So, students can watch the video on YouTube, stop it at the given time, and then answer the question.  Timestamps are not necessary, but they take away the otherwise test like nature of the exercise, and make the student more relaxed when watching the video.  Overall, I think this is the most effective way to use the video.  A very helpful feature of the Google Forms system is the analysis done by Google.
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As well as being able to see individual responses, Google Forms also provide results for the whole population taking the quiz.  This allows the teacher to review the effectiveness of the questions, and make necessary changes.

As well as multiple choice style questions, the forms also allow for more reflective answers too.  These are very useful at the end of the quiz.
2)   JOURNAL REFLECTIONS

Whilst the quizzes are a good starting point for reflecting on what constitutes good art practice, more profound thinking can be stimulated through the use of an artist's journal.  An online journal has many advantages in this regard.  
3)  STUDENT DISCUSSIONS 

Once the students have individually watched the videos, and completed the quizzes, it is a good idea to encourage discussion around some of the issues raised in the videos; some students will relate more to one video than another, but all can benefit from hearing each other's personal response.  Oftentimes, a student will notice something that has been overlooked by others; or, they will make connections between the video and their own ideas, which can be very enlightening.  We have done this in a regular whole class discussion, live; however, it would be interesting to see what could come from an asynchronous discussion using technology such as Google Chat or Google Groups or Parlay Ideas, for example.  
4)  DEVELOPING METHODS OF INTERACTING WITH THE AUTHOR OF THE PEER MODELLING VIDEO

The gain maximum benefit from the peer modelling videos, it would be good to develop ways of continuing the dialogue between peers beyond the initial peer modelling video.  HERE IS ONE EXPERIMENT AROUND THIS IDEA   
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Online Journaling Technology in a Research Based Art Practice

9/7/2020

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"Reflective journaling is strongly supported in the conceptual and research-based literature as an activity that facilitates students’ integration of course content, construction of new knowledge, and application of new knowledge" (Deaver, 2009).  Nowhere is this more true than in the visual art classroom, and in the professional artist's practice.  The keeping of an artist’s journal is very much complementary to the artist’s making in the studio.  It serves many purposes, including:

  • A place to reflect upon new ideas, and make abstract connections between these.
  • A place to reflect upon the studio making, in a more detached, analytical and critical way.
  • A place to make notes, in a way that is organized. 
  • A place to document visually (with drawings, photographs, and even video) the process, to aid in reflection, and for outside evaluation.  
  • A place to store links for further research. 

The list could be extended, but suffice to say, the reflective nature of journal marks it out as a critical tool in the artist’s growth.  The journal becomes a 'thinking tool', to enable higher 'meta-cogntive' learning:

​JOURNALS AND META-COGNITION

"Meta-cognitive regulation is a key for successful learning...performance, and academic success" (Alt, 2020) One of the most effective tools in increasing meta-cognition is the reflective journal, that is "written documents that students create as they think about various concepts, events, or interactions over a period of time for the purposes of gaining insights into self-awareness and learning"  (Alt,2020).  

But how do students write reflectively, with meta-cognition, and not simply just write descriptions of work?  One of the simplest ways to start reflecting is to formulate questions to prompt meta-cogntive reflection.  Students may initially require some help in learning how to do this; they may even require some initial 'prompting' questions from the teacher, "however, gradually over-time, the prompting questions might be internalized by the students and become part of their high-quality reflective thinking and self-directed processes" (Alt, 2020).  Teachers might also need to help students "make
specific connections between them as individuals and the broader social, cultural and structural environment, by understanding how our ideas, beliefs and assumptions might be at least partially determined by our social contexts" (Alt, 2020)

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ADVANTAGES OF ONLINE JOURNALING (USING A BLOG PLATFORM)

Online journals or blogs have many advantages over traditional handwritten documents, including:


  •  The automatic archiving features of a blog allow students to keep track of their research, with date and categories, for example.  This also can remind them to make regular (daily?) posts.
  • The date/time stamp allows the teacher to track that the student is making regular reflections, and make recommendations in formative assessment; and, evaluate how far they have engaged with the practice when it comes to summative assessment (students cannot simply throw some ideas together at the end of a course).
  • The student can easily add to the blog with their phone at any time, without having to carry a separate journal.  
  • The blog can be easily shared with the teacher, so that timely help can be given.
  • The blog is easily searchable - so ideas or research links can be easily accessed at any time.  Without this technology it is very easy to lose track of one’s research.

Some art teachers have even encouraged the use of online journals or 'web blogs' because they allow for easy communication of ideas between peers, and a continuation of the critiquing process, as well as being a space to 'record and reflection on ideas' (Overby, 2009).  

Of course, a Google Doc could also be created and added to by the student as a journal, and shared with the teacher, and fellow students for viewing.  This too has the advantage of allowing hyperlinks.  However, it lacks some of the powerful searching and archiving aspects of the blog platform.  Security is not a major issue with blogs (although using them is always a good opportunity for learning cybersafety, digital citizenship, and ethical questions) as they should be kept anonymous by the students; however, if this is an issue, then the Google Doc or similar could be used as an alternative.  It certainly has many advantages over traditional paper journals.



STUDENT EXAMPLE
LINKS TO FREE BLOGGING PLATFORMS

BLOGGER         
WEEBLY          
GOOGLE SITES 
WORDPRESS
WIX     

REFERENCES AND FURTHER READING

Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: Insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145-158.   

Anderson, S. (2010). Reflective journaling 2.0: Using blogs to enhance experiential learning. The Journal of Nursing Education, 49(10), 596.

Bouldin, A. S., Holmes, E. R., & Fortenberry, M. L. (2006). “Blogging” about course concepts: Using technology for reflective journaling in a commu-nications class. American Journal of Pharmaceutical Education, 70(4), 1–8.

Cole, P. (1994, February). A cognitive model of journal writing. Proceedings of Selected Research Presentations at the 1994 National Convention of the Association for Educational Communications and Technology, Nashville, TN

Deaver, S., & Mcauliffe, G. (2009). Reflective visual journaling during art therapy and counselling internships: A qualitative study. Reflective Practice, 10(5), 615-632.

Hjelde, Katrine. (2012). Constructing a Reflective Site : Practice between Art and Pedagogy in the Art School.

Hubbs, D., & Brand, C. (2005). The Paper Mirror: Understanding Reflective Journaling. Journal of Experiential Education, 28(1), 60-71.

Kember, D., Leung, D., Jones, A., Loke, A., Mckay, J., Sinclair, K., . . . Yeung, E. (2000). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395.

Lord, J. (2008). John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice – By Douglas J. Simpson, Michael J. B. Jackson, and Judy C. Aycock. Teaching Theology & Religion, 11(1), 55-57.

O'Connell, T., & Dyment, Janet E. (2013). Theory into practice : Unlocking the power and the potential of reflective journals. Charlotte, NC: Information Age Publishing.

Overby, A. (2009). The New Conversation: Using Weblogs for Reflective Practice in the Studio Art Classroom. Art Education, 62(4), 18-24.

Parikh, S., Janson, C., & Singleton, T. (2012). Video Journaling as a Method of Reflective Practice. Counselor Education and Supervision, 51(1), 33-49.

Purcell, M. (2018). The Health Benefits of Journaling. Psych Central. Retrieved on July 8, 2020, from https://psychcentral.com/lib/the-health-benefits-of-journaling/

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.

Schuessler, J. B., Wilder, B. W., & Byrd, L. (2012). Reflective Journaling and Development of cultural humility in students. Nursing Education Perspective, 33(2), 96-99.

Spalding, E., & Wilson, A.H. (2002). Demystifying Reflection: A Study of Pedagogical Strategies That Encourage Reflective Journal Writing.

Snyder, Lisa Gueldenzoph, & Snyder, Mark J. (2008). Teaching Critical Thinking and Problem Solving Skills. Delta Pi Epsilon Journal, 50(2), 90-99.

Stout, C. (1993). The Dialogue Journal: A Forum for Critical Consideration. Studies in Art Education, 35(1), 34-44.

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