As a Researcher
Publication of the Multimedia Interactive eBook
for Educators in Digital Studio Art, June 2009
Pierre Pepin’s research, using a conceptual and creative approach, has led to the development of an interactive multimedia book process through art, computer graphics, science, media, and technology, that is designed for educators. This process is oriented by three important conceptual terms--Convergence, Hibridity, Emergence—and the purpose is to present easy and simple activities to be used in the classroom by educators. The purpose of this interactive multimedia book process is to encourage educators to develop different approaches and strategies that will result in new ideas emerging and converging. Using interactive multimedia through art in this way can help them develop an efficient “hybrid” way of teaching.
This process involves the use of creative problem-solving exercises and demonstrates how to define a concept and objective by investigating techniques of various media and implementing interactivity between sound, images, video, animation, and performance.
This interactive book is oriented to demonstrate how to think and how to develop a continuing process and methodology of analysis of environmental issues, global issues, community issues, and cyberspace, etc. The strategic orientation of the method is based on discovery as a starting point for beginning a process of research and analysis by mixing art, science, and technology through multimedia.
Additionally, the use of pedagogical visualization adds to the process an even more dynamic aspect of structuring multimedia messages, based on known scientific fundamentals in communications and semiology, that are perceived through the senses of vision, hearing, smell, and touch.
Workshop using tool of science, to explore Light and Color Phenomena in Motion and more....
As an educational technology, this pedagogical visualization procedure helps to clarify the messages transmitted to students. In this context, the main role of an educator in terms of cyberspace (Internet) consists of providing students with an environment that modifies spatial and temporal phenomena of discovery, opening up places beyond the classroom.
It is therefore necessary to “contextualize” essential knowledge, as part of a problem-solving solution. These principles now give a framework to formulate learning outcomes for students and a checklist against which we can audit learning sequences. Overall, this allows for a contribution to the main essential learning curriculum frameworks in a collaborative partnership with colleagues.
The visualization procedure adapts to the demands of information technology and also presents an important opportunity for the liberal arts. On the one hand, training within the liberal arts promotes competencies demanded by the high-tech world: critical thinking, careful reading, clear writing, effective communication, and problem solving.
On the other hand, this information technology extends the interactions with students beyond the bounds of the traditional classroom while it gives students new tools to pursue timeless questions. The technology-across-the-curriculum program represents a programmatic effort by the College of Arts and Sciences to make the most of these two mutually reinforcing tendencies.