Presentation
Artful roles in blended learning: reflections on collaborative digital arts and Zimbabwe
Andrew Morrison, InterMedia, University of Oslo
 | View | download |
| Slideshow with narration (33 slides) |
 | View attachment |
| Paper (17 pages) |
|
| View attachment |
| Paper (17 pages) [screen resolution] |
Three completed educational and research projects relating to Zimbabwe are the substance for discussion of the role of Activity Theory in approaches to blended learning. The concept of roles is used to frame presentation and discussion of the character and processes involved within and across higher education projecs in the visual and performing arts. The projects aimed to build local knowledge in a cultural-historical approach to learning. Central to this was the collaborative development of digitally mediated works and reflections on them by students as mediated action. The paper reflects on student productions and their comments, supported by published research articles. The form of the paper is that of an ethnographically influenced visual essay. The paper concludes that it is useful to trace a summative trajectory across arts projects so as to convey a range of components needed in blended learning.