Introduction – Contextualization, pre planning, reflection on #DigPINS, defining the project and reason for the proposal:
The original reason for the proposal was to post student work online so that everyone with web access could see the work that students were creating in my special topics class – Art389-All Things Typography. The goal was for students to be able to see everyone else’s work. I also wanted my colleagues in Art and outside of Art to be able to see the work. As it turns out I spent my efforts tackling three things. One was figuring out how to create a google form in order to have remote group critiques. The second was figuring out how to record and post video tutorials that I created for my Art350-Computer Graphics class. The third was how to set up a google meet while during the meeting I would share my screen so the students could see my Adobe Photoshop demonstrations. Not what I planned, however I am now better positioned to do online teaching and learning relative to my area of expertise.
Reflection on planning and implementing the project – questions to consider:
How did this change elevate student learning or personal scholarship?
It made the students think harder about evaluating their peers work because google forms formalized the process. The recorded videos that I posted in YouTube were a great way for the students to visit my tutorials more than once which was how I did it prior to posting. They would watch me demo and that would be the end. Now because the videos are online the students can view them at their leisure and as many times as they want to.
In what ways did this initiative build digital literacies, skills, and/or citizenship? Use the Bryn Mawr Digital Competencies.
Pretty much as described in my first paragraph. I can now do formal online critiques. I can also deliver content online through video tutorials and through google meet. These may seem minor to the digitally literate but for me they were major accomplishments. I am now teaching a Maymester course all online using the tools and techniques described.
Framework to identify competencies that are aligned with the project and articulate how they did so.
As the Greek philosopher Plato indicated “Necessity is the mother of invention”. Because we all headed home and stayed home post spring break I needed to react and learn how to deliver content online in assorted ways.
What resources did students need to be successful? These could include things like technical help with documentation, videos, or tutoring; specific software/hardware; accounts with specific services; etc.
For starters the students had to have Adobe software on their computers. They also needed web access remotely.
Was there an assessment of goals? If so, what determined reaching these goals? For example, the use of peer review, self-assessment, instructor assessment using a rubric or checklist, quizzes, pre/post experience survey, etc.
My filling out this document is part of the reflection/assessment. Another part that was extremely valuable was the critique feedback via the google forms. I was able to collate the responses and send the critique reviews back to the students giving them a chance to re-work their projects based on the responses. Many of the students went back and improved their projects. The formalized nature of the critiques caused all students to contribute – something that does not always happen.
When was the plan implemented? What was the length of time for this implementation?
Start of Spring semester of 2020 and it is still going on.
Conclusion with possible projection on next steps.
To keep learning how do deliver content online. I have access to the Google meet plug-in which would allow me to deliver content to the 30 student class coming this Fall. (if necessary)