Abstract

In the course ‘Entrepreneurship in Creative Industries’, I created a blog-based course website and attempted to initiate blog-based e-learning activities for my students. Apart from being an effective way to make my course materials available online, the blog-based course website is a viable platform for me to post relevant third-party materials for my students to conduct further research on the assigned topics in art and design. To encourage students to adapt problem-solving skills through online research, I also used new visual-based social media platforms, such as Pinterest, in my course. By using both website and mobile app, I attempted to adapt ‘clickolage leaning’ (Pearce, 2012) and provide students with a collaborative learning experience through self-directed research, curation and linkage of multimedia content online.

The open-source movement has created a paradigm shift in which e-learning is greatly benefited by the exponential growth of user-generated videos, design products and apps in the past couple years. Learning, in the fields of creative industry, has been honed towards more active and creation-oriented activities. Through the use of blog-based and visual-based social media apps, students are given a greater opportunity to gain a deeper understanding of culture by working together in global online platforms and experiencing real-world projects.

Pearce, N. (2012). Clickolage: Encouraging the Student Bricoleur through Social Media. Teaching Anthology, 2(1), 14-21. Retrieved January 5, 2016, from http://www.teachinganthropology.org/index.php/teach_anth/article/view/284/470