Arianne Rourke

Facilitating a Community of Practice (CoP) in the Arts: Connecting Online University Learning to ‘Real-World’ Experience

This chapter discusses the role that ‘cognitive apprenticeship model’ (Collins et al. in Knowing, learning, and instruction: essays in honor of Robert Glaser. Lawrence Erlbaum Associates, Hillsdale, 1989), online self and peer review, reflective blogging and collaborative writing can play towards promoting ‘a sense of community’ amongst coursework postgraduate students studying for careers in the arts industry (Rourke et al. in Did I tell you its anonymous? The triumphs and pitfalls of online peer review, 2008). According to Rourke and Coleman (Assessment for learning research and writing skills through scaffolded online peer review, 2011a) they are “positioned in a community of practice (COP) in the ever changing and developing art world. This art world in which they work or seek to work is creative, collaborative and connected, therefore the world in which they learn, authentically, should be modelled and correspond rather than be at odds” (p. 6143). Three case study examples are detailed: (1) an internship course that uses reflective blog journals; (2) a fully online course that teaches students to research and write a research paper; and (3) a writing course that uses collaborative writing to produce an ejournal (Artwrite blog). The chapter emphasises the importance of scaffolding the online learning environment and taking into account students’ interests and levels of understanding. The significant role alumni can play in higher education to mentor students while helping to break down the barriers between university studies and ‘real world’ practice is also discussed.

Ecologies of practice in tertiary art and design: a review of two cases

Purpose – The purpose of this paper is to re-orientate assessment tasks in tertiary art and design, arguing the important role ecologies of practice and work-place learning play in professional identity formation. Linking coursework design with dilemmas and self-regulatory tasks which move beyond compliance and static content in isolated courses. Design/methodology/approach – Two purposive case studies were selected from one academic year across two programs. Student feedback data demonstrated how the first blog journal case provided a metacognitive structure for postgraduates’ while working in the arts industry. The second eportfolio case illustrates ecologies supporting undergraduate “practice architectures” during pre-service practicum. Findings – Ecologies of practice reveal complexity and inform professional judgment by allowing unsettling issues and concerns to be addressed. Changing commitment through future orientation counteracts institutional requirements for self-portrayal by fostering greater participation by learners. Research limitations/implications – Survey data limitations are addressed through peer-review, emergent trends and longevity of the learning design. Guidelines on how to provide critical and constructive feedback within collaborative cohorts, prioritizes intrinsic motivation, indeterminacy and authentic principles in career related pathways. Practical implications – Assessment, course and program re-design engaged with ecologies of practice produced student qualitative commentary giving “voice” and evidence of teleo (purpose) and affective (commitment) in ways not typically known in academic programs. Social implications – Students self-regulate learning and utilize technology within a “safe” learning space. Social connectedness through articulated encounters powerfully impacts personal awareness, confidence and resilience. Originality/value – This research has provided critical guidelines for how to scaffold feedback in professional learning. The case studies show how reflective environments engaged with unresolved critical incidents build professional knowledge and identity across time.