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Página principal - Mapa - Cibercultura - Pierre Pepin - Zoo - Poesia - Letras - Espírito


 

 

 

 

 

 


 

 

::::::::::::::::::::::::Pierre Pepin::::::

Comunicação apresentada ao
CONGRESSO INTERNATIONAL "JARDINS DO MUNDO"
MADEIRA FUNCHAL 9 A 12 De Maio 2007

Using Multimedia Process, Through Arts, Sciences, and Technology, for Educators in the classroom:

The garden as a pedagogical theme and tool.

The main challenge of this paper is to present easy and simple activities to use in the classroom, concerning the garden as a theme for discussion between educators and students, and as a territorial tool for developing collaborative learning between pupils and common citizens within the space of the city.

The purpose of these activities is to help educators develop different approaches and strategies while using interactive multimedia through art and help them develop an efficient hybrid way of teaching. Teachers should deal with the global culture. They should realize that by acknowledging the limitations of the global culture, for anyone but the cultural producers, the markers of identity, they should not reject the global culture altogether. Teachers should engage with their own cultural heritage but should not retreat into it as if it was unchanging and somehow pure. Educators should communicate and preserve basic knowledge about the traditional approaches to art, while strategically facilitating the hybrid approach, which is the combination of traditional and technological components, within the classroom on a daily basis. The direction of my research points towards a new vision of globalization. The strategic orientation of the paper is based on discovery as a starting point for beginning a process of research and analysis by mixing Art, Technology, and Sciences within the specific arena of the urban gardens.

The two major orientations of the suggested research method that I proposed for educators

1. David A. Kolb’s(1939) converging style

Kolb’s is experimential learning approach suggests that educators handle problem resolution from a variety of angles. The various tactics suggested explore multiple potential orientations for teachers. Once under way, these tactics favour development of an idea and ways to develop the project with students.

Kolb’s various approaches combine four types of learning that offer a reference tool to teachers and allow them to progressively incorporate a specific or combined procedure that aims to facilitate students’ research that I have adapted to teaching fine arts. The converging style is one of the types of experiential learning used and presents compromises dominated by abstraction and action, through which the subject transforms the theory while preparing for action.  

2. (Philippe Marton 1992) Pedagogical visualisation in educational technology

Pedagogical visualisation adds to the process an even more dynamic aspect of structuring multimedia messages based on known scientific fundamentals in communications and semiology. As an educational technology, this pedagogical visualization procedure reinforces the clarification of the message to be transmitted to students. With these two methods, the creation process is approached from a problem resolution standpoint. In the Pedagogical Creation Strategies Booklet , a significant start to strategic learning is proposed. This allows teachers to “kick off” an interactive multimedia development process (sound, pictures and video) among the students for an idea that takes shape through all strategies proposed.

The InteractiveBook proposes preliminary activities (both in terms of research methodology and preparation of activities), and begins the object analysis method, combining pedagogical visualization in educational technology and one of its components, the multimedia message (sound, pictures and video) (combining all senses such as hearing, sight, touch, smell and sometimes even taste. Favours searching for the object (source) (Marton,1992) (1), a function that encourages students to use a crescendo of media, which all modify the perception of the “receptor,” i.e. the groups of students. It therefore incorporates a transfer from the classical approach to the technological approach, clarifying all the object’s parameters that facilitate beginning research.

Among the other preliminary actions, a schematic presentation of the procedure used with students and teachers will be clarified during this speech and will answer the following questions:

  • How is research started?
  • What are the preliminary actions?
  • How are these preliminary actions linked in research?

What possible post-research orientations exist for students that bring together the arts, science and technology…?

Pierre Pepin French Canadian Educator, He has more than thirty-five years of experience as a teacher in Art Science and Technology. He is known for his innovative approaches and was trained in the Industry regarding the introduction of art, sciences, and technology through art. His responsibilities consist on the creation of curricula, delivering instructions, evaluating students, developing and implementing strategic plans, and managing projects. He is presently working on a PhD in Media Arts and Technology at the ‘Université du Québec in Montreal, Canada. He is a full time professor at the Art Institute of Fort Lauderdale, Florida teaching undergraduate courses in Graphic Design, Packaging Design, foundation studies, Photography, Illustration, Fine art, Advertising, Multimedia and Animation, Story Conceptualization, and Character Development. Regularly gives lectures and workshops both internationally (Europe, Asia), in the United States, and in Canada. The last representation was at World Conference on Art Education Lisbon, Portugal March 6-9, 2006.

I specialized at developing multicultural approaches and strategies for educators through his PHD in K12, College, and at University level. His book will be released in 2006 and is related to his research in this domain.

I taught at the School of Visual Art, in New-York, F.A.U. University at the Boca Raton campus, Florida, at the NYIT New York Institute of technology to the Master Degree program in Graphic Design and Advertising, at the Broward Community College south campus, Continuing Education, North Miami where he trained students and adults for the Industry in Graphic Design and Multimedia field. He is a current member of the Art Director’s Club New York, the I.N.S.E.A. (International Society for Education through Art), the C.A.A. (College Art Association) in New-York, and the I.S.E.A. (International Society Electronic Art). Pierre Pepin is also the recipient of the Achievement Award from the Art Institute of Fort Lauderdale in Florida. He received a Grant from the G.R.A.M. (Group of Interactive Media art Research, Montreal Canada).

References

MARTON, Ph. (1994). Formation des enseignants aux possibilités pédagogiques du multimédia par le multimédia (SAMIFE). Actes de l'AQUOPS, Québec.

MARTON, Ph. (1993a). Research into the Educational Use of the New Interactive Communication and Information Technology in Hgher Education: the LAMI Project. R.S.A.U. Colloque, Département de technologie de l'enseignement, Université Laval, Québec.

MARTON, Ph. (1993b). Nouvelles technologies de l'information et de la communication et compétences des maîtres, Actes du 1er Colloque de l'AQUFOM, Trois-Rivières (Québec).

MARTON, Ph. (1993c). Exploitation pédagogique des technologies multimédias, une réflexion pour l'action, Salon des nouvelles technologies de diffusion culturelle et scientifique, Montréal (à paraître).

MARTON, Ph. (1992a). Une approche multimédia interactive pour un apprentissage efficace et intéressant, Actes du Colloque sur les sciences cognitives, Jonquière (Québec).

MARTON, Ph. (1992b). Visualisation scientifique et visualisation pédagogique, Actes du 3e Festival international du film scientifique au Québec.

MARTON, Ph. (1992c). L'apprentissage multimédiatisé interactif à l'Université Laval. Actes du Congrès AIPU, mai 1991, à Québec, AIPU, Québec 1992, p. 677-680 et Actes du 3e Congrès des Sciences de l'éducation de langue française du Canada, Ottawa.

MARTON, Ph. (1992d). La formation et le perfectionnement des maîtres aux nouvelles technologies de l'information et de la communication. Actes du VIIIe Colloque du CIPTE, octobre 1991 à Sherbrooke, P.U.Q., Québec, 1992, p. 255-260 et dans la revue Page ÉCRAN, vol. 4, no 1, Montréal, 1992, p. 76_80.

MARTON, Ph. (1992e). Vers une image pédagogique efficace. Rassegna di pedagogia, Giardini editori, PISA, Italia, no 1, mars 1992.

MARTON, Ph. ( 1992f). La viualisation pédagogique, Département de technologie de l'enseignement, Université Laval, publication no 160.

MARTON, Ph. (1991). Projet d'un laboratoire d'apprentissage multimédiatisé interactif, Actes du Congrès AIPU, à Québec, AIPU, Québec, p. 681_686.

MARTON, Ph. (1989). Informatique et pédagogie: une aventure prometteuse. Actes du 1er Congrès national des professeurs de français, en juillet 1990, à Buenos Aires, Argentine, S.A.P.F.E.S.U., 1991, p. 118-127 et Actes du Colloque en Éducation, École Normale Supérieure, Rabat, Maroc, avril 1988, Publication C. Gaulin Éditeur, FSE.

MARTON, Ph. et BOLULLO, V. (1993).La visualisation d'un problème complexe. Département de technologie éducative, Université Laval, publication no 160.

MARTON, Ph., GIARDINA, M., DUCHASTEL, Ph. (1987). Vidéodisque et E.I.A.O., enseignement intelligent assisté par ordinateur: une technologie en émergence, Actes du Symposium international COGNITIVA, Paris.

MINSKY, M. (1988). La société de l'esprit. Paris : Interédition.

MINSKY, M. (1975). A framework for representing knowledge in Winston, Ph.H. Ed., The Psychology of Computer Vision. New York: McGraw-Hill.

PAPERT, S. (1981). Le jaillissement de l'esprit. Paris: Flammarion.

REEVES, T.C. (1992). Evaluating interactive multimedia in Educational Technology Review, no 32, p. 47-53.

REIGELUTH, Ch. M. (1987). Instructional Theories in Action. Hillsdale, New Jersey, U.S.A: L.E.A.

SALOMON, G. (1981). La fonction crée l'organe: formes de représentation des médias et développement cognitif in Communication. Éd. Seuil, p. 75 à 101.

SALOMON, G. (1979). Interaction of Media, Cognition and Learning. San Francisco, California, U.S.A.: Jossey, Bass.

VILLARDIER, L. et UMBRIACO, M. (1993). Le multimédia: une valeur ajoutée en formation à distance, Colloque ACFAS, Rimouski, Québec, Canada.

Kolb, D.A., Rubin, I.M., McIntyre, J.M. (1974). Organizational Psychology: A Book of Readings, 2nd edition. Englewood Cliffs, N.J.: Prentice-Hall. Downloaded July 12, 2005, from http://www.learningfromexperience.com/research-library.

Kolb. D. A. and Fry, R. (1975) Toward an applied theory of experiential learning. in C. Cooper (ed.) Theories of Group Process, London: John Wiley.

Edmond Couchot la synthèse numérique de l’image vers un nouvel ordre visuel traverse no.26, Paris, 1983.

Claude Lévi-Strauss, «Race et culture» (1971), in Le regard éloigne ́ , Paris, Plon, 1983, p. 21-48.

Edmond Couchot, «La synthèse numérique de l’image: Vers un ordre visuel», Traverses, no 26.Paris 1983

Guy Millard, De l’image numérique à son imaginaire, Coll. «Un œil, une plume» : IDERIVE, Lausanne : Institut d’étude et de recherche en information visuelle, 1992, 97 pages.

Alain Finkielkraut, «La dissolution de la culture», Le Débat, no 37 (novembre) 1985, p. 13-23.

Bonnie Rothman Morris, «Les écoliers se prennent au jeu», ibid., p. 63.

Alain Renaud, Nouvelles images, nouvelles cultures. Vers un imaginaire numérique où il faut imaginer un démiurge heureux. Nouvelles images, nouveaux réels, Paris, PUF, 1987, 97 pages, cité dans Guy Millard, De l’image numérique à son imaginaire,Coll. «Un œil, une plume»IDERIVE, Lausanne : Institut d’étude et de recherche en information visuelle, 1992, 97 pages, p. 10.

Articles

Atkins, N. E. et E. Storey Vasu. 2000. «Measuring Knowledge of Technology Usage and Stages of Concern About Computing: A Study of Middle School Teachers». Journal of Technology and Teacher Education, vol. 8, no 4, p. 279-302.

Aubin, Isabelle en collaboration avec Georges Bouchard, Francine Gagnon-Bourget et François Monière pour le ministère de l’Éducation. Arts plastiques. Document de travail aux fins de validation. Québec, p. 2 et 4 de 16 pages sans date, non numérotées et non publiées.

Balandier, G. 1987. «Images, images, images. Nouvelles images, nouveau réel». Cahiers internationaux de sociologie, LXXXII, p. 7-25.

Basque, Josianne et Sylvie Doré. 1998. «Le concept d’environnement d’apprentissage informatisé». Journal of Distance Education/Revue de l'enseignement à distance, aucune page indiquée. Ce document est disponible sur le site Web: www.Leconceptd’environnementd’apprentissageinformatisé, consulté le 19 mai 2006.

Beaulieu-Green, Andrée. 1989. «Où en sommes-nous ?». In Séminaire international sur laformation du créateur aux technologies nouvelles. Commission nationale canadienne pour l’UNESCO, Organisation des Nations Unies pour l’éducation, la science et la culture. Montréal: Université du Québec à Montréal (juin), 3 p.

(1) Philippe Marton, Notes de cours du professeur titulaire Philippe Marton, Plan du cours TEN-61084: «Stratégies de réalisation de messages multimédias interactifs», op. cit.
Pierre Pepin . Art and Media Educator Doctoral Student in études et pratiques des arts . Université du Québec à Montréal, Canada . U.S.A. 954-253-9534 . Canada 418- 694-2453
 

 

 

 




 

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