REOPENING THE LEARNING EXPERIENCES

The bricolage analysis process of the materi-al (data) collected consists of severmateri-al stages. 

Since the pilot project was designed as learn-ing sequence that consisted of integrative instructions in four non-identical learning spaces; in a) their everyday classroom, b) in VR-lab (virtual reality lab), c) in a multi-modal group conservation at the university, and d) final 3D art class in a studio, the anal-ysis and interpretation process follows this structure. In the following models (figures 2,3,4) every learning space is interpreted as a learning cluster in the rhizome of the prac-tice. In the material analysed we can observe that all involved pupils are very motivated

to contribute to articulate learning. This be-cause several forms and designs of teaching and learning were in use: traditional, mul-timodal, face-to-face, arts-led teaching and digital resources. The pupils and teachers were also approached as resources in the process of creating new knowledge. The models show how the teacher visualises the didactic design. It ends up with articulation of learning goals beyond expected (marked by the red arrow to right in the models), which is characteristic for arts-led teach-ing. The education goals linger in parallel with artistic outcome beyond expected.

Our interest of course also was on if there actually occurred learning and use of knowledge that we can interpret as tacit knowledge. We use the three main areas of research interest as interpretation tools of the video documented during the multi-modal group conversation. The main areas of interest are (1) how pupils describe their learning; levels of awareness in thinking and noticing connections when engaged in an art-led multimodal and digital learning project and (2) in which way pupils com-municate learning they normally take for granted while working in blended learning spaces. We also pay attention to (3) the pupils capacity to convert experiences of learning through processes that support them to manage art and digital strategies as knowledge of multimodal agency. The table (Table 1. Multimodal group conversation) below cite pupils statements:

tacit knowLedge in bLended Learning spaces 99

The table above (Table 1) gives a structure of the vivid discussion that the multimodal group conversation actually was. The video material shows that the pupils use their body to emphasize the experience of learning. They articulate several layers of knowl-edge and knowing and they transfer they experience to other modes (for example visual) of communication too.

In table two (Table 2) the learning processes are presented in another form of structure.

Students responding to their learning show that they become aware of use of already gained knowledge and they capture new knowledge. 

OUTCOMES

The outcomes show that it is possible to describe pupils’ awareness in thinking and noticing as a form of articulating tac-it knowledge. The students show that they are very able to articulate learning they

normally take for granted. Because blended learning spaces provide pupils with several layers of experiences and expressions on the same phenomenon with a variety of modes and media, the students find that they get several layers and resources for articulation and agency. This gives them possibility to combine their earlier knowledge and new knowledge in a process where they convert tacit knowledge to manage articulating engagement in their own and each other’s learning. They experience and communi-cate agency. During the documented group conversations the pupils described the learning in a versatile and surprising way.

Figure 5. Expression of gained knowledge, visual modes. Photo: Minna Rimpilä.

tacit knowLedge in bLended Learning spaces 101 They articulated feelings, situations, and

learning-moments and captured well the multimodal tasks and aims set by teachers.

They claimed that the learning is a whole body experience, a rhizome and chains of learning activities and describe the relation-ships and connections in the process clearly and wisely. They reflected on their learning, emotions and experiences individually and together. 

DISCUSSION

The school plays a crucial role for the self-concept pupils’ form of themselves as learners and persons. Visual art is, by tra-dition, central at all school levels in Finnish education. Whatever the goals pursued by either the teacher or the pupils, it is vital that the results in one way or another are assessed and discussed in order to know if the goals have been met, or what learning has taken place. In daily school practice, teachers ensure from the beginning that the pupils receive feedback and guiding and encourage learning and information about their work and progress (FINCC, 2014). In most cases this leads to new assignments, and thus the cycle starts again. Evaluation in arts education faces problems that are common for most subjects, but they are more problematic in arts. Pupils develop their knowledge in processes, and the results

are assessed as part of their learning tasks (formative). Here is noteworthy to notice that although there is a hyped discussion, both in education policy and in society, to recognize learning as competence areas and skills, the hype is based on that the pupils must feel confident in that they have gained knowledge, that they are their own knowl-edge agents. This is in our opinion a frame-work in which the pupils’ competences and skills can develop in dialogue with each oth-er. Therefore it is crucial to articulate tacit knowledge.