Kadenze is an online learning platform “developed to benefit students and faculty members of the creative arts“.
A preliminary analysis of the course syllabus for “Introduction to Generative Arts and Computational Creativity“, suggests that learning is framed by structures of learning about, rather than learning through doing or performance, as there is no indication of how Kadenze itself can be used to evince learning by Doing it With Others (DIWO).
There is mention of the course providing “an in-depth introduction and overview of the history and practice of generative arts.”
It “offers an ontology of the various degrees of interactivity and generativity found in current art practices”, and “surveys the current production in the field of generative art across creative practices”, to “introduce the various algorithmic approaches, software, and hardware tools being used in the field”, and finally address “relevant philosophical and societal debates issues associated with the field”.
Quizzes suggest that learning is framed by the acquisition metaphor, where Kadenze’s primary function appears to be facilitating content transmission by the “course instructor” (didactically “instructing” learners, rather than dialogically and reflexively guiding, facilitating and discussing), who aims to test learners’ recall ability of delivered syllabus content.
As if learning in the creative arts can be engendered mechanically transmitted or digitally transferred and hence acquired by learners via the metaphorical Nurnberg funnel, illustrated below.
Delivered content does not engender learning, just as learning about swimming differs from learning swimming. Learning Generative Arts and Computational Creativity by doing, requires learners to generate art and compute creatively, through Kadenze, as the the mediating technology or online medium.
Like OSS, the Kadenze course designer could go beyond learning by doing, by facilitating learning by Doing It With Others (DIWO) as a Computer-supported collaborative learning (CSCL) technology.
The Course Designer’s Philosophy of Human Learning
It is abundantly clear that like OSS, Kandenze has the potential for CSCL-facilitated learning by DIWO, but this technological affordance, cannot be fully exploited, if the course designer stubbornly clings onto Cartesian and empiricist epistemologies of learning that are oriented towards outcomes (rather than process) and advocate instructing, training and conditioning, for knowledge acquisition, retention and recall (rather than learning by doing).
It is thus imperative that course designers reframe their notions of learning, in order for the full range of potentialities afforded by technologies such as OSS and Kadenze, to be more widely accepted and realized.
Kadenze ni jukwaa la kujifunza mtandaoni <unk>kuendelezwa kwa manufaa ya wanafunzi na wanachama wa kitivo cha sanaa za ubunifu<unk>. Uchambuzi wa awali wa mtaala wa kozi ya Introduction to Generative Arts and Computational Creativity unaonyesha kwamba kujifunza ni kuundwa na miundo ya kujifunza kuhusu, badala ya kujifunza kwa kufanya au utendaji, kama hakuna dalili ya jinsi Kadenze yenyewe inaweza kutumika kuonyesha kujifunza kwa kufanya hivyo na wengine. "Kama ""kuanzisha kwa kina na muhtasari wa historia na mazoezi ya sanaa ya kizazi,"" ina ""kutoa ontolojia ya viwango mbalimbali vya mwingiliano na generativity kupatikana katika mazoea ya kisasa ya sanaa,"" na ""kuchunguza uzalishaji wa sasa katika uwanja wa sanaa ya kizazi katika mazoea ya ubunifu,"" kuanzisha mbinu mbalimbali algorithmic, programu, na vifaa kutumika katika uwanja, na hatimaye kushughulikia masuala muhimu ya kifalsafa na kijamii kuhusishwa na uwanja." "Kadenze anasema: ""Kudhibiti ni kazi ya msingi ya kuwezesha uhamisho wa maudhui na mwalimu wa kozi (didactically ""kufundisha"" wanafunzi, badala ya kuongoza, kuwezesha na kujadili kwa mazungumzo na reflexively) ambao wanakusudia kupima uwezo wa kukumbuka wa wanafunzi wa maudhui ya mtaala." "Kama vile kujifunza katika sanaa ya ubunifu inaweza kuzaliwa, kuhamishwa kwa mashine au kuhamishwa kwa dijiti na hivyo kupatikana na wanafunzi kupitia ""Nurnberg funnel"" ya mfano, iliyoonyeshwa hapa chini." Maudhui yaliyotolewa hayasababishi kujifunza, kama vile kujifunza kuhusu kuogelea ni tofauti na kujifunza kuogelea. Kujifunza sanaa ya kizazi na ubunifu wa kompyuta kwa kufanya inahitaji wanafunzi kuzalisha sanaa na kuhesabu kwa ubunifu, kupitia Kadenze, kama teknolojia ya upatanishi au njia ya mtandaoni. "Kama OSS, mtengenezaji wa kozi ya Kadenze anaweza kwenda zaidi ya kujifunza kwa kufanya, kwa kuwezesha kujifunza kwa kufanya na wengine (DIW) kama teknolojia ya kujifunza ya ushirikiano inayoungwa mkono na kompyuta (CSCL).""" "Kandine, kama OSS, ina uwezo wa kujifunza kwa njia ya CSC (Uwezo wa Teknolojia) na DIWO, lakini uwezo huu wa kiteknolojia hauwezi kutumiwa kikamilifu ikiwa mtengenezaji wa kozi anaendelea kushikilia epistemolojia ya Cartesian na empiricist ya kujifunza ambayo inaelekezwa kwa matokeo (mbele ya mchakato) na kutetea kuelekeza, mafunzo na hali, kwa ajili ya upatikanaji wa maarifa, kuhifadhi na kukumbuka.""" Kwa hivyo ni muhimu kwamba wabunifu wa kozi wanabadilisha dhana zao za kujifunza ili uwezo wote unaotolewa na teknolojia kama vile OSS na Kadenze ukubaliwe na kutambuliwa kwa wingi.