Teaching Art and Design Online A Toolkit for Faculty

Handbook of Research on Virtual Training and Mentoring of Online Instructors, 2019

Online courses place greater responsibility and demands on both the instructor and students compared to traditional face-to-face courses. Online instructors and designers are often given checklists of required or best online teaching practices to help them meet the challenge. But these checklists tend to assume that online courses fall into a single model that is independent of course goals and of the unique teaching style and strengths of the online instructor. This chapter presents the author's methods and values in training online instructors and designers. Conventional online instruction model aside, the focus is on helping the instructor and designer identify salient aspects of the course, the students, and the instructor. The chapter presents methods, content, and values that may to be less known, less understood, or difficult to implement for new designers and instructors. Each model builds on elements such as student interests, deep engagement, group collaboration, and p...

Taking an art course often makes many college students anxious. This could be attributed to the fact that students are unable to draw, and because they have not had any "art" since 8th grade or younger. If this is not enough to deter students from enrolling in an art course, try persuading them to take a distance education art course that is delivered entirely online. This article describes an online visual art course that is designed to overcome these fears and make learning an enjoyable virtual experience while developing critical thinking and working collaboratively with other students in the course. Qualitative data of students' evaluation of the course was collected and analyzed. Based on the findings, implications for the design of online courses, as well as for the teaching and learning of visual arts are provided.

Zenodo (CERN European Organization for Nuclear Research), 2022

Although the range and rapid evolution of e-learning tools can often prove daunting to many tutors in Higher Education, many educators have concluded that blogs have the potential to be a 'transformational technology for teaching and learning' (Williams and Jacobs, 2004). This paper presents an investigation into the ways in which blogs hosted on the institutional Virtual Learning Environment (VLE) might enable groups of undergraduate Film students to collaborate and share their research during self-directed study time. The case study surveyed 96 second-year students studying on an undergraduate course in Film Production within one institution, collecting quantitative and qualitative data by asking participants to complete a questionnaire at the end of the activity. This article explores student perceptions of three aspects of the use of institutional blogs to support learner activity, namely their effectiveness as a tool for facilitating collaboration and group work, their effectiveness as a group communication tool and their usefulness in helping students meet the assessment requirement. A key implication is that the ability to see the contributions made by each member of the group may contribute to an increased transparency of the process of assessing group work. This case study will be of interest to those involved in the use of the VLE to support student learning, and particularly to those interested in the use of institutional collaborative tools.

2015

Taking an art course often makes many college students anxious. This could be attributed to the fact that students are unable to draw, and because they have not had any "art " since 8th grade or younger. If this is not enough to deter students from enrolling in an art course, try persuading them to take a distance education art course that is delivered entirely online. This article describes an online visual art course that is designed to overcome these fears and make learning an enjoyable virtual experience while developing critical thinking and working collaboratively with other students in the course. Qualitative data of students ’ evaluation of the course was collected and analyzed. Based on the findings, implications for the design of online courses, as well as for the teaching and learning of visual arts are provided.

2012

48 Nowadays, online learning is becoming more and more popular, and is often combined with part-time work. Therefore, there is a growing need in Construction Higher Education to offer a degree by distance. Computer-aided Design (CAD) is an essential tool for digital design, communication and documentation. For many years, CAD has been taught in undergraduate programs such as Architecture, Construction Management and Engineering to prepare students for industry. Since 2007, The University of Newcastle has offered a Bachelor of Construction Management in a problem based mixed mode (face-to-face and online). Distance learning requires students to be motivated, selfdisciplined and to manage their time. Generally, online students require additional support as they need to adjust their approaches to learning. However, teaching CAD online is more challenging than teaching other subjects. On-campus students attend face-to-face tutorials and interact with their tutor who is able to interacti...

The advancement of information technology has had an enormous impact on design practice and education. In light of these changes, it is crucial to teach and to train design students new design methodologies and skills. The online learning environment (OLE) is pivotal in providing the functions and tools for new types of learning and teaching through information technology (IT). This paper demonstrates a framework for the development of online design learning environment (ODLE). First, by literature review, questionnaires and online observation, important information were collected and analyzed. Key issues relevant to OLE were then discussed with design teachers and students. Consequently, a framework of ODLE was proposed. In the framework, four basic components were integrated with the ODLE: Course, Instructor, Learner, and Internet. The relationships between these components and the ODLE were further identified as Delivery, Organization, Process, and Access respectively. Based on t...

Being able to share visual course assignments and provide and receive personal feedback is essential in most studio design courses of Delft University of Technology. With the rapid growth of online and blended education teachers are confronted with the challenge of maintaining the same quality for this aspect of their teaching as in traditional face-to-face design courses. Looking for interactive ways to train creative skills in their courses, teachers found that the available WEB 2.0 tools were unsatisfactory. We mapped the requirements and found that Sketchdrive, a platform for sharing visuals, seemed to meet many of these requirements. We developed a course design integrating the visual platform Sketchdrive and collaborated with Sketchdrive to improve the platform. This resulted in a pilot project, including 3 MOOCs and 2 campus courses. This paper elaborates on the pilot project. We show how the visual platform is integrated into course designs. Next, we compare student and teacher experiences based on the results of surveys and interviews. Furthermore, we discuss differences in the blended campus courses and the online courses. In conclusion, we consider what still needs to be improved for better aligning the visual platform to our course designs. Finally, based on lessons learnt, we provide recommendations for integrating visual platforms in the course design of higher education studio design courses.

This report is concerned with how a vocational teacher/instructor uses digital tools in teaching Art and design. It stresses the ways in which a teacher /instructor can develop digital competences to teach vocational subjects. The report also gives challenges and opportunities teachers /instructors encounter in the process of teaching with digital tools. Various examples are given in specific reference to Art and design as a trade. The aim is to demonstrate how Information Communication Digital tools (ICT) can be integrated into vocational education and training which can later be adopted and employed in teaching practice.

Art Education, 2021

Co-authored with Kyungeun Lim and Hyunji Kwon. Currently, the entire world is experiencing an unprecedented threat due to the outbreak of COVID-19, which requires the majority of K-16 education to be temporarily taught online. The three authors have been teaching virtual courses with a studio art focus for a number of years. We share our collective insights for approaches to instruction, interaction, and assessment in virtual courses that might help other art educators to achieve successful learning outcomes for their students. We learned that building a learning community and peer connections is of the utmost importance; we propose mixing asynchronous and synchronous methods and providing prompt and comprehensive feedback on students’ artwork. The authors encourage other art educators to stay open-minded to new and flexible teaching environments, transforming this crisis into an opportunity to incorporate innovations into their teaching that even more effectively meet every student’s needs.