Creating Flickr photo-narratives with first-year teacher education students: The possibilities and pitfalls of designing emergent learning tasks

Creating Flickr photo-narratives with first-year teacher education students: The possibilities and pitfalls of designing emergent learning tasks

This paper explores the implementation of a Flickr
(Web 2.0 photo sharing software) learning task in a first year primary education course. The context for the task was a Multiliteracies course where students designed digital media activities for later use with primary age students. The Flickr task was constructed to determine how a learning activity might be designed to afford the best opportunities for emergent learning (Kawka, Larkin & Danaher, 2011). The
paper analyses data collected in phase one of an emergent
learning project (Semester Two, 2011), discusses the
outcomes of the learning task and questions whether the
opportunities provided for interaction and communication
between students resulted in emergent learning. Initial data
suggests that, although the Flickr environment affords
opportunities for emergent learning, for this group of
students within the confines of the particular task and
learning environment, evidence of emergent learning was
minimal. This has ongoing implications for designing teacher
education courses that incorporate blended learning
pedagogies.

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