Networked Arts Education Ecosystem: a review of the background, possibilities and perspectives in the digital era

Abstract

Introduction. The purpose of this paper is to present a state of the art of Art Education in Network and to draw its pedagogical ecosystem. Method. From the most outstanding national and international researches that deal with Art Education on the Net, we reflect on the four educational models in which artistic training is generated incorporating the digital: e-learning, b-learning, m-learning and u-learning. We expand the terminology in relation to the figure of the teacher and identify the formative contexts of networked experiences. From there we draw the pedagogical ecosystem of the model. Results. The data analyzed allow us to identify that Networked Art Education does not only imply digital experiences, since it implies a model that can be open to face-to-face experiences and to art experiences that occur in person and between people. Discussion/Conclusions. The rise of Art Education on the Net indicates that universities should undertake a coherent offer from the arts for future teachers in accordance with the contemporary education of the 21st century and in line with Digital Pedagogies. However, the limits and scope of this training must be understood from the complexities and needs of art itself, in order to design a quality Networked Arts Education.