How to Integrate Technology Into an Art Lesson

First, let us begin with the scenario.  A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

There are many things to consider when choosing media for a distance learning project like the one presented.  The media should be accurate, motivational, engaging, and unbiased (Simonson, Smaldino, & Zvacek, 2012), but most importantly it needs to address the goals and objectives of the specific lesson.  The instructor wants the students to be able to evaluate two pieces of art work which would require the students to take a virtual tour of a museum.  The first suggestion that I would make is for the teacher to visit the Google Art Project online (Google Art Project, 2014).  Google has used the same technology that brought us the street view feature to Google maps to provide a collection of virtual tours of many of the most famous art museums around the world.  One thing that I love about this project is that it encourages students to explore and discover treasures throughout the museum by providing different modes of exploration.  The students can either browse through the high definition photographs of the works from each museum or they can take a virtual walk by using the floor map provided for each museum.  By emphasizing the discovery of the learner, it engages the learner in the content (Simonson, Smaldino, & Zvacek, 2012). I also like that the project meets all of the standards to make it SCORM compliant (Simonson, Smaldino, & Zvacek, 2012). You can check out the Google Art Project by visiting https://www.google.com/culturalinstitute/project/art-project.

There are many forms of technology that would allow students to interact with the museum curators.  One option that would be efficient is to request a Skype session during which students could ask previously written questions pertaining to their particular works of art. This choice would allow students to discover more about the art work while making efficient use of the curator’s time.

Finally, I would suggest that the teacher have students complete their evaluations of the two pieces of art on a wiki page.  “A wiki is a collection of web pages that are linked to each other, and reflect the work of many authors” (Beldarrain, 2006). Wiki are good tools for collaborative writing and compiling information (Simonson, Smaldino, & Zvacek, 2012) and often offered to educational institutions at no cost.  BY providing a group space for the learners, you give them the opportunity to discuss and share ideas more freely (Simonson, Smaldino, & Zvacek, 2012). Students would have access to the wiki both at home and at school which would allow easy access to the project.  The wiki can also serve as the presentation tool at the conclusion of the project. An example of a working wiki can be found at http://en.wikisource.org/wiki/Portal:Fine_Arts.

             Today’s mobile learner is demanding more control of their learning experience.  This is placing pressure onto educators to integrate new technology tools to meet the needs of the learner.  “As new technologies emerge, instructional designers and educators have unique opportunities to foster interaction and collaboration among learners, thus creating a true learning environment” (Beldarrain, 2006). 

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Google Art Project. (2014, September 19). Retrieved from Google Cultutral Institute:    https://www.google.com/culturalinstitute/home.    

Simonson, M., Smaldino, S., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston : Pearson.

Defining Distance Learning

As I begin a new course at Walden University focused on Distance Learning, I realize that my own definition of the subject has been quite narrow.  This is most likely due to what I had perceived to be a very limited experience with distance learning as a whole.  Distance learning for me has recently been the typical virtual classroom provided by platforms like Blackboard (actually I think all of them have been Blackboard) where every class looks and feels very familiar.  The learning has often been something I have pursued for professional advancement or to hone my craft.  Although I have found a majority of my experience with distance learning to be pleasurable, my main focus has always been the educational value. However, as I research the history and various explanations of distance learning, I continue to broaden my own definition.  This has lead me to question if I had not been engaging in distance learning my whole life under the guise of entertainment and should I dare say… fun!

I remember back to my days sitting in front of my television and listening to Bill Cosby’s marker squeak across the screen.  I would sit with my workbook pressed against the coffee table as I mimicked the magic marker’s movements.  I recall learning a lot from Bill Cosby without once meeting him face to face.  Moving into elementary school, I recall my teachers mailing packets to my home each week to work on over summer break.  I would return them to receive free pizza coupons and stickers for my hard work.  I was too young and naïve to realize that what I found fun and engaging was my earliest experiences with distance learning.  Michael Potashnik and Joanne Capper point out the role that distance learning has played in early education by “enhancing the quality of traditional primary and secondary schooling“ (Potashnik & Capper, 1998).  These experiences helped me to build basic skills that would be vital to my success as an early learner. 

                

As an adult, a majority of my distance learning has fallen under its more traditional definition.  The definition adopted by the Association for Educational Communications and Technology has gained wide acceptance and outlines four main components (Simonson, Smaldino, & Zvacek, 2012).

Distance education is “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson, Smaldino, & Zvacek, 2012, p. 32).

Although there is much emphasis placed on the distance education being formal and asynchronous, I feel that the idea that this type of learning must be interactive should not be overlooked.  The interaction that takes place between the learner(s) and instructor is essential to successful distance learning.  In depth discussion and thoughtful interaction that takes place within a distance learning community lead to the educational growth of the learners.   

So as I reflect on my personal experience with distance learning, I have arrived at my own personal definition.  I feel that distance learning is education provided to learners who are separated from their instructor and other learners both geographically and in time.  Meaningful communication and educational interactions takes place asynchronously through the use of technology which is used to facilitate and support educational growth.  

In the future, I see distance learning growing in popularity.  I feel that enrollment in distance high education will continue to expand as more colleges and universities provide distance learning options.  As Dr. Simonson points out in his video Distance Education: The Next Generation, I do not believe it will ever replace traditional face to face learning.  However, I do see public education, as well as face to face high education courses, moving towards blended learning where components of distance learning will merge into the classroom setting.  We currently see this in flipped classrooms where teachers provide much of the learning through the use of technology that is accessed by students from home.  That learning is then brought back into the class where students are expected to use their new knowledge under the supervision of their teacher.  In conclusion, distance education is no longer a trend or novelty.  We will continue to see distance learning opportunities in all sectors of education and training as technology continue to offer new ways to distribute knowledge.  

References

Potashnik, M., & Capper, J. (1998). Finance and development, 42-45.

Simonson, M., Smaldino, S., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston : Pearson.

Laureate Education (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu

     Well, another eight weeks has begun ! If you are visiting from EDUC -6135 Distance Learning, leave a quick hello in the comments below.  Tell me where you are from and why you became interested in ID work.  I became interested in instructional design after my best friend since third grade finished her masters in IDT.  She then convinced her husband to do the same. As an 8th grade English teacher, I have always designed a lot of my own materials and lessons, so this was a natural step for me.  I am so glad that I decided to pursue a masters in IDT.  I can see how it can open so many doors for me, and I am excited for what the future holds! I look forward to the next 8 weeks of learning.