ACCESS Arts Survey. Arts in Education PDI Austin, Texas 2010

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Oswin Campbell
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1 ACCESS Arts Survey Arts in Education PDI Austin, Texas 2010

2 Goals Discuss logistics of developing an online Arts Survey Identify unique resources of the ACCESS Arts Survey course Demonstrate online lessons Discuss technical / material requirements for course Don t worry they are free or easily available! Discuss possible learning models

3 Development Subject Matter Experts (SME) Content area experts Exemplary teachers Randy Foster and Cathy Wright Instructional Designer (ID) Online learning experience Multimedia and web design Rachel Walker Reviewers Peer reviewer (PR) Course Alignment Reviewer (CAR) Content Providers Alabama artists Museums UA CPT Other groups Al Kasaba Theatre TED

4 Rachel Walker (Instructional Designer) Program manager/instructional designer at The University of Alabama ACCESS Support Center. Worked with the development of over 50 online high school and college courses since As a former high school science teacher, she believes that technology is an essential part of the 21st century classroom, but that the technology should be a means to an end, not an in itself...

5 Music teacher in Public School system for 15 years. Adjunct in Theatre, directing over 20 major productions. PTA s Outstanding Senior High Teacher of the Year. Member of National Association of Teachers of Singing. Program Manager for the Alabama Institute for Education in the Arts. Randy Foster (Subject Matter Expert)

6 Cathy Wright (Subject Matter Expert) Director of the dance program at the performing arts magnet high school for 17 years Professional Development, Public Information, and Curriculum and Instruction for the school system. Designed online classroom support materials for Alabama Public Television s documentary. Serves on the Institutional Review Board for Auburn (University) Montgomery.

7 Guiding Principles for Subject Matter Experts Use Course of Study Content Standards Applied knowledge vs Appreciation Courses Focused on elements in each form dance, music, theatre & visual arts cross curricular Experiential and Inquiry Based Alabama Artists Opportunities to create Revise and create again

8 Development SME training Outline for course Modules written Content revised Gaps filled Content revised Outline comments and review Module comments and review Course alignment review Course Pilot

9 How does it work? The Storm Abram Molarsky Smithsonian American Art Museum LMS (Learning Management System) Course activities are already created and uploaded LMS allows students and teachers to communicate and share work in a secure environment online without additional downloads** **Except for media players needed by course materials

10 Basic Tools Dropbox submit work Wheelbarrow Morris Graves Smithsonian American Art Museum Quizzes instant feedback Discussions studentstudent interaction Content all content available all time to students** Advanced Webconference real time voice over internet (VoIP) Wimba audio tools

11 Technical Requirements Flash Player Ajax John Steuart Curry Smithsonian American Art Museum QuickTime Player Real Player Windows Media Player Office Productivity software Digital camera to record movies That little connector cord you always lose Headphones earbuds

12 Transition for teacher Role shifts from content delivery to learning facilitator No longer sage on the stage Now guide on the side More personal relationship with students One on one communication Art Class William H. Johnson Smithsonian American Art Museum

13 Current Challenges Dance content Course access limited Fear of job loss Only for schools with current need Students with time conflict Studnets who cannot learn in traditional setting Job saved

14 Materials Untitled, 1960 Sam Francis Smithsonian American Art Museum Markers Paint Glue Magazines Space Movement explorations One adult person (facilitator) Does not need to have content area knowledge Should be able to work digital camera

15 Blind Singer William H. Johnson Smithsonian American Art Museum Learning Models Fully online Little or no synchronous interaction Blended VCI with web based components WBI with videoconferencing components WBI with webconferencing components WBI = web based instruction VCI = videoconferencing instruction