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Proposed Learning Objects, Media and Activites

October 26, 2007


  1. We are working from the core idea of “digital literacy” related to arts practice up (and not starting with software)
  2. We need to cater for students who are enter the programme with different skill-sets (software), yet ensure all students come out with the same core understanding (pass certain markers) at Level 5.

I propose that the course base is designed along the following ideas relating to digital literacy and in-line with the proposed learning outcomes for the whole paper: (some of these are adapted from the Siggraph Education Knowledge Base and in conjunction with Su Ballard, Academic Leader Theory and History of Art, Otago Polytechnic)

  1. Fundamentals of digital literacy and professional issues
    1. vocabulary
    2. hardware
    3. software
    4. representation
    5. ethical issues
    6. intellectual property
    7. copyright/fair use/licensing
  2. Networks
    1. hardware and networking
    2. input and output devices
    3. storage/file sizes/filing
    4. www
    5. e-mail
    6. socially connected software
  3. Digital Image
    1. applications and implications
    2. image processing
    3. image compression
    4. graphics/file formats
    5. digital cameras/scanning
    6. manipulation software and application
    7. output
  4. Digital Sound
    1. applications to art practice
    2. input
    3. file formats/file compression
    4. output
  5. Time-Based Visual Arts
    1. applications and implications
    2. video input/editing/output
    3. animation

These then become the building blocks for seminars and for tasks to be designed that enable the learning of the core ideals with the application of software. To achieve this there will need to be set seminars to introduce the context of each area, set classes to teach the basic software skills, and then drop-in sessions that support the student working out how to apply the skills to the task.

In order to ensure that students are passing each marker succesfuly the tasks will be for completion throughout the paper through the completion of a hard copy workbook and internet blog. This will allow students who feel comfortable with the technology to move on ahead, completing the tasks and allow lecturers to ensure that those who are learning fro the first time are not falling behind. It will als oprovide students with a valuable resource to dip into throughout their BFA.

One Comment leave one →
  1. susamellis permalink
    February 14, 2008 11:14 am

    Great analysis- it really brings home to me multimedia and social networking in Web2 require far more tools than a term digital literacy would contain. Digital literacy today refers more and more accessing multiple medias that make up high-tech reality and developing the skills and motivation to use them effectively. Beyond that toward social network interactivity and collaborative course constrction webpublications (web page, blog, myspace, trademe) uploading multimedia, commenting, hypertextlinking. . . . it would be very surprising to see into the future.

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