For the first assignment task, I have proposed the combined and interrelated use of the two technologies. In combination I advocated the use of DMD Topic and Wix to create an online digital visual diary to meet assessment requirements related to process, conceptual development and the influence of other artists in the development of visual artwork.
My vision for the use of these technologies is for students to use Wix to present a website that documents (in visual, written and voice recorded form) the process of artwork decisions, including analysis of the work of relevant artists as well as analysis of their own work and progress. DMD Topic is a mobile application that provides a platform to create voice recordings about an image (students own work or that of others).
The ways in which I propose these technologies be used aligns more closely with Constructivist and Connectivist models of learning as described by Louise Starkey, than with the models of the Industrial age. Whilst initial introduction for the use of both technologies requires some level of Industrial style instruction and modelling (either with teacher demonstration or through online tutorial/forum investigation), the applied skills I would want students to demonstrate require design, analysis, synthesis, sequencing and logical arrangement to demonstrate understanding and depth of investigation. These aspects can be largely self determined and will vary from student to student; reflecting a Constructivist view of knowledge where alternate views are enabled. Such assessment allows for individual evidence of improvement, also a Constructivist outcome.
My own pedagogical approach for this element of task work reflects that students will build knowledge based on the connections they are able to make between their own ideas and those of other artists. There are other aspects of their learning in the visual arts that may be best taught with a Behaviourist approach; demonstration of technique in drawing for example, however, even skills-based aspects such as this in art have scope for students to take the instruction, combine it with their experience and interpretation in order to create and develop their own style. I would argue that there is no right or wrong way of approaching study of Art and development of specific skills; it is entirely dependent on what aspects of a skill a student wishes to develop and the evidence they demonstrate of their learning as to whether they experience success or not.
Using the technologies above also allows students to share their process and final work in an online context where desired; thus enabling connections with others (other students, others in the community etc.), a Connectivist process which Starkey describes as a “rich source of learning”(p.32). Therefore in my curriculum area, the aspects that may start with Behaviourist approaches, in my opinion can and should evolve into Constructionist and Connectivist approaches to learning.

Starkey, Louise (2012). Teaching and Learning in the Digital Age. Retrieved from