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This paper explores the implementation of a Flickr(Web 2.0 photo sharing software) learning task in a first year primary education course. The context for the task was a Multiliteracies course where students designed digital media activities for later use with primary age students. The Flickr task was constructed to determine how a learning activity might be designed to afford the best opportunities for emergent learning (Kawka, Larkin & Danaher, 2011). Thepaper analyses data collected in phase one of an emergentlearning project (Semester Two, 2011), discusses theoutcomes of the learning task and questions whether theopportunities provided for interaction and communicationbetween students resulted in emergent learning. Initial datasuggests that, although the Flickr environment affordsopportunities for emergent learning, for this group ofstudents within the confines of the particular task andlearning environment, evidence of emergent learning wasminimal. This has ongoing implications for designing teachereducation courses that incorporate blended learningpedagogies.

Creating Flickr Photo-Narratives with First-Year Teacher Education Students: The Possibilities and Pitfalls of Designing Emergent Learning Tasks