Adding the Student Perspective to the Design of Studio-Based Courses (2008)
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Transcript of Adding the Student Perspective to the Design of Studio-Based Courses (2008)
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Adding the Student Perspective to the Design of Studio-Based Courses
Scott DinhoCoordinator of Educational TechnologySavannah College of Art and Design
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Presentation Overview
• SCAD-eLearning• ILLU 714: Drawing for Illustrators• Problem• Intervention• Results• Lessons Learned• Questions
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
SCAD-eLearning Overview
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Vice President– administrates eLearning and interacts with
college administrators
Instructional Design– ensures instructional quality– creates master courses
Educational Technology– trains and supports faculty– manages and maintains live courses
eCampus– student support and services
Organization
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Summer 2003:– ARTH 764: Rock Art: Legacy of
Lascaux
Fall 2003: – 5 courses– 26 seats
SCAD-eLearning—Then
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Spring 2008 Quarter– 1,241 seats total– 940 individual students– 549 Savannah students– 141 Atlanta students– 247 Fully online students– 3 Lacoste students
One of three SCAD campuses:– Savannah– Atlanta– eLearning
SCAD-eLearning—Now
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Degree Programs– Bachelor of Arts– Master of Arts– Master of Fine Arts– Certificate– Graduate Certificate
SCAD-eLearning—Now
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
A SCAD-eLearning “course”:– represents 10-weeks (50 hours) of
instruction– operates “asynchronously”– consists of “lecture,” discussion,
assessment, and hands-on project work– meets accreditation requirements for
student/student and student/professor interaction
– uses rich media to support a variety of learning styles.
SCAD-eLearning Courses
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Live CourseSection 1
Master CourseLive Course
Section 2
Live CourseSection 3
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Course DescriptionThis course explores drawing as the key mode of expression for the illustrator. The course begins with refreshing and strengthening observation skills, mark-making technique and interpretation abilities. Other areas addressed include creative expression, gesture, attitude, movement, embellishment and exaggeration. Students are encouraged to develop individual and personal approaches to drawing within the context of illustration. The course reviews fundamental issues of value, mood, composition, proportion and perspective.
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Faculty Developer
Amie Jacobsen– practicing freelance illustrator
with 13 years of experience– began her career as a wildlife,
landscape and portrait artist – published her first children's
book, "The Quest for Elloshidii," in 2004.
– releases her third illustrated children's book, "Spenser Goes to Portland,” this fall
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Problem
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
The Downside of Online
Making Suggestions and Clarifications– In class—instant– Online—wait
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Emphasis on Materials
Minimize misunderstandings– Clearly written instructions– Grading rubrics– Worked examples
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Limited Resources
Lack of existing student samples and assignment instructions– Faculty Developer had not taught class
before– Each On-campus Professor creates own
assignments
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Intervention
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Creating Materials
Creating Assignment Instructions and Rubrics– Faculty Developer and Instructional
Designer– Normal part of Course Development
Process
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Creating Materials
Student Samples– Utilized Graduate Student (Sequential Art)
• Professional Illustrator• Had taken previous course with faculty developer• Had taken several SCAD-eLearning courses
– Tasked to create model examples of course projects
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Results
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Improved Materials
Instructions and rubrics clarified based on feedback
“Helped me realized what he was getting out of what was written in the instructions and rubrics…This is what he thinks I mean by what I wrote.”
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
(Non-) Model Examples
Student samples did not meet model expectations.
“He produced good work, but not super great work. The work was good for his style of illustrating (painterly), but this course has a heavy focus on drawing.”
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Sample Assessments
Strategy change:– Treat examples as work of above average
student.– Present examples with sample critique and
grade based on provided rubric.– Supplement over time with actual
examples and non-examples for students.
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Samples Assessments—Impact
“Students like them (sample assessments) because they clarify many student questions without needing to send me a message. They help me because it reminds me of how the assignments are to be graded. They also help point out flaws and limitations of the rubrics so we can revise them.
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Lessons Learned
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Lessons Learned
• Creating new assignments doesn’t mean you have to lack work samples.
• Involving a student during the design process can greatly enhance the effectiveness of course materials (even if it is not in the intended manner).
• Be willing to try low-tech solutions to problems that exist in a high tech world.
Designs on eLearning ConferencePenn State University — September 10, 2008© 2008 Savannah College of Art and Design
Questions, Comments, and/or Suggestions?
Scott DinhoCoordinator of Educational TechnologySavannah College of Art and [email protected]