Arts-Based Educational Research: The Challenges of Social Media and Video-Based Research Methods in Communication Design Education

Autor/inn/en	Marshalsey, Lorraine; Sclater, Madeleine
Titel	Arts-Based Educational Research: The Challenges of Social Media and Video-Based Research Methods in Communication Design Education
Quelle	In: International Journal of Art & Design Education, 38 (2019) 3, S.723-739 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshalsey, Lorraine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12252
Schlagwörter	Social Media; Design; Participatory Research; Action Research; Studio Art; Case Studies; Higher Education; Foreign Countries; Photography; Art Education; Educational Research; Educational Technology; Ethics; Video Technology; Telecommunications; Handheld Devices; Computer Mediated Communication; Learning Experience; Communities of Practice; Learner Engagement; Teaching Methods; College Students; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Soziale Medien; Forschungstätigkeit; Projektforschung; Kunstwerkstatt; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Fotografie; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungsforschung; Pädagogische Forschung; Unterrichtsmedien; Ethik; Telekommunikationstechnik; Computerkonferenz; Lernerfahrung; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Großbritannien; Australien
Abstract	This article discusses the practical and ethical challenges and benefits of using social media and video-based research methods -- also known as Photovoice -- to investigate contemporary Communication Design education. The two visual research methods discussed include the social media mobile application Snapchat® and participant-generated GoPro® video filming. The investigation focused on understanding students' on-the-ground, lived experiences of studio learning within two distinctive higher education case study settings in the United Kingdom and Australia. This study employed Participatory Action Research (PAR) as an inquiry process and incorporated a methodological framework involving a combination of narrative inquiry, visual Participatory Design (PD) and visual ethnography. The findings of this study revealed the impact of specialised studio and classroom-based Technology Enhanced Learning (TEL) on student learning and engagement as the participants expressed differing responses to their own learning and community of practice at each site. The choice of arts-based educational research methods used for this study allowed the relationships between place, lived experience, and community to be explored. Students, in effect, became investigators of their own practice through engagement in a rigorous set of visual methods, which placed the tools directly into their hands. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01