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Artist statement - AI ART and Meaning

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  AI ART and Meaning What role does an artist play when employing AI? Artist statement by JJFBbennett If we accept that AI can generate vast quantities of statistically “meaningful” content from data and algorithms, then meaningful art may lie not in the output itself, but in its selection and framing. AI functions as a kind of unconscious, producing raw material at scale. The artist’s role shifts from maker to curator: deciding what to extract from the data’s noise, what to present as art, the context in which it appears, and the conversation it enters. The artist as the muddler and meddler in the centre of it all. This shift has an art-historical precedent. In 1917, Marcel Duchamp’s *Fountain* made a decisive claim: the artist had not sculpted the urinal but selected it, titled it, and placed it in a gallery. Meaning arose from the gesture of choice rather than the act of making. Walter Benjamin, too, anticipated this logic in his reflections on montage and editing: meaning can e...
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TPACK overview

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TPACK overview
  •     Technology Pedagogy and Content Knowledge 
CPK - The starting point
PK: Shulman, 1987
  • Content Pedagogy Knowledge
  • Shulman  (pre ’87) claimed that teachers' subject knowledge and pedagogy were being treated as mutually exclusive domains.
  • Consequence: a focus on either subject matter or pedagogy dominated education.
  • Shulman proposed that effective teaching existed in the overlap of the 2 dichotomies.
PCK: explanation
PCK is the intersection and interaction of pedagogy and content knowledge.
Essential Knowledge & effective teaching

PCK includes
  • Essential knowledge content-based curricula
  • Subject-specific concepts, theories & practices
  • Assessment and reporting processes
  • Instructional planning
  • Student's prior knowledge
  • Theories of learning - cognitive, social & developmental
  • Alternative teaching strategies
PCK: Teacher education programs
“Most teacher education programs in Australia have been designed by taking into account PCK.”
Teacher education programs are now considering the role of technology in learning - TPACK


DER: Teacher ICT Capabilities & Pedagogy
Digital Educational Revolution Australia
Teachers make innovative & effective use of ICT in pedagogy

DER - Implementation
Leadership
  • Plan and lead change
  • Deliver digital learning to students in all areas
Infrastructure
  • Learning management systems (Moodle)
  • ePortfolios (Mahara)
Learning Resources
  • Digital education resources (Scootle)
Teacher Capability
  • Harness the resources of the digital revolution
  • Integration of ICT to support changed pedagogies (ELITE AMPeL)
Warning: Technology without Pedagogy
Technology cannot be the driving force
  • Avoid the Mirror Image Syndrome
Avoid ICT replacements without due consideration of the purpose.
  • Think before a lesson becomes a PowerPoint with notes
  • Think before a class discussion becomes a forum
  • Think before a resource becomes a webpage with hyperlinks
Technology without pedagogical and content application will result in a reductive learning environment.

TPACK: Integrating Technology
TPACK
  • Integrates Technology with Pedagogy & Content Knowledge
Advice:
  • Increased technology for technology sake does not lead to increased student learning.
  • The effectiveness of technology is dependant on teaching practices.
  • How you integrate content and pedagogy with technology matters as much as integrating technology with pedagogy and technology.
  • If teachers see content, technology, and pedagogy as separate domains - technology will always be just an ineffective add on.
TPACK: Overview
TPACK is an understanding of interactions within the following domains
  • Technology
  • Pedagogy
  • Content
To effectively understand TPACK teachers need to understand  how
Technology Pedagogy and Content works in;
  • Isolation
  • Together
  • and in Context
TPACK example: Story retelling

  • Activity: Retelling a story
  • Setup: Class is divided into groups of 2 - Story is broken up into sections to accommodate the groups
  • Learning Objectives: Reading Comprehension Skills & Oral Speaking Skills
  • Learning Process: Students will read a text, retelling the story using Media Editor and share  the retold story
TPACK: Questions

Questions to ask yourself
  • Which of the domains do you find easiest to work within?
  • Which overlapping domains do you find most difficult to work with?
  • How will you plan your learning environment to include all domains and overlaps?

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