Final Synthesis Project

Target Audience
The target audience for this project will be for college students. Audience would be mixed, probably more female than male. My assumption is students would come into college with some studio and art history background from high school and/or some college credit, which leads into skill sets. Students in a general sense would be inexperienced learners coming out of high school or low-knowledge learners, providing for a course that would incorporate well-designed multi-media to present art history time-lines. Learning styles would be taken into account for this web based or hybrid format. Although that said, a freshman level online course may be problematic in terms of self-motivational, self-paced format. We will assume students are high quality, highly motivated art students who have choice this course platform.

Context
To study art history is to gain an academic view of art, and learn the historical concepts of people, their cultural and social context of the time period of which is being studied. Another assumption, this course would be a required course satisfying college credits towards an undergrad degree. This course would be part of a program for art majors, art history majors and art educators.

Learning Objectives
• Develop a good working knowledge of art timelines, the big picture
• Learn terminology and be able to identify art in its historical context
• Develop critical writing and oral discussion skills on the topic of art, leads into being able to identify major artists or thinkers and their disciplines
• Learn historical and cultural contexts of jobs in the art field
• Current critical issues in the art world today, developing critical thinking skills
• Learn historic artistic technical styles used of the day, fundamental concepts

Lesson Outline
My course would be delivered completely online using a course management system like Blackboard. I envision this course incorporating several interactive tools in conjunction with a required text:
• Online scholar lectures or video clips
• Streaming or podcasts to help with vocabulary
• Online “flashcards” which include images that associated with the text readings
• Discussion boards to discuss readings or work with groups projects
• Discussion based guest lecturer
• Google earth connecting works of art to their geographic areas
• Online assessments and study guides
• Online quizzes

Artifact
I considered using a development Blackboard shell, although I thought that might give me an resource that other students would not have. Please see my Google site, which isn’t as complete as maybe a course structure would be in Blackboard.
http://sites.google.com/site/arthistoryfinal/

Justification
I believe that an art history course could work very well delivered online incorporating some of the visual tools suggested above. In a more traditional approach, for example going to class, viewing slides, reading and then being tested is the way I remember my art history class in college. The online resources, for example the online slides give you the ability to study the materials. (Instructors may have their own image collection which could be embedded into the course). A Google Map, Earth is used to connect the art to a location, providing a good understanding of where these pieces were created and by whom. I think the discussion board could come in handy when reading the required text and having group discussions. A podcast or streamed lecture could also be a good chance to then come together for a group discussion. A guest lecture could also be used for such a format with maybe Skype. To measure learning, I believe online quizzes could be used which could include visuals for essay or multiple-choice quiz formats. There were some websites I found while researching to prepare for this project was amazing. I’ve included some of these wonderful resources, a small sampling:
• http://design.flexiblelearning.ent.au/learning_materials/index.htm
• http://www.scholarsresource.com/browse/image_set/785
• http://wps.prenhall.com/hss_stokstad_arthist_3/63/16227/4154352.cw/index.html

Week 6 Reflection

A theme, I can articulate from the chapter readings--how different our learning delivery systems are these days. What do I mean by this? In week 2, I talked about the online information overload, the access we have to information can be and in many instances is overwhelming, the availability with technology to create more interactive, interesting courses is at our disposal. Although learning to filter and make sense of what is useful has been a challenge. I was talking with my son last night who is a college student. He asked me what I was doing. I said I’m writing a paper about how my recent class readings relate or can conjure a theme. I said, it’s like this, you’re use to a model of learning--teaching, hear a lecture, then get tested. As instructional designers in my opinion comes down this simple fact, to create a richer, more depthful educational experience. Which also comes to referencing The Cone of Learning by Edgar Dale article, to really learn we need to demonstrate, apply, practice, analyze, design, to create is very important in the learning process. Some of the technologies we are learning about in this class plays into the direction our society is moving already, which in turn can help to teach our young people as well as our adult learners.

The articulation of instructional designer roles in business and in education does have its similarities. To create an educational experience, create learning objectives, lesson plans, that at the core has not changed or the pedagogy of learning. The role of the teachers to teach and educate is concrete, it in the delivery system where we can be creative, or continue to be more creative in how we deliver learning modules.

I found the overview, or organization chart from the University of Southern Queensland, Australia on page 225 very interesting. The fact that there is a unit team, everyone has their role in creating good online learning materials. It seems a good approach, providing feedback, which is key to learning and improvement.

I did like the format of this chapter, learning about the education promotional system in this country compared to Australia. I have to say my perception of tenure track, in the P-12 system there are teachers that once in the system only do the minimum. My children have had fantastic teachers and less than stellar. At least there is some stability for teachers--well there was stability in being a teacher, where now it seems no one is safe from the economic downturn.

Chapter 27

Lets begin with what skill set I believe I need improvement or better yet development: my lack of classroom experience is a drawback. I have taught at the community college level, although that said, I think that knowing more about teaching theory and pedagogy, learning more about teaching strategies, the development of course content. I continue to work on this. My experience at the community college level, I was hired to teach a class, it was my responsibility to come up with all materials. There were no guidelines to follow, for example how does this class fall in place with the program. What is the larger picture.

My strength, I feel as if I’m interviewing for a job! I have an ability or I find it intuitive to work with course content materials and determine what works with online learning. I have great working relationships with instructors, and I have a good sense at figuring what they want in their course. I am an excellent project manager. I am able to juggle lots of projects at one time. I also work well with people, sometimes with difficult personalities; I am a good problem solver. I am also client minded, or customer focused. That said I am very good at problem solving with students as well as with instructors. With my design background I have a very strong ability to visualize where development is going and this art background also gives me a great sense of how to organize spaces; pages, organizational structures.

I had a great time exploring the Google site. I have just begun looking at the marketing tools available. My website is a work in progress: http://sites.google.com/site/techtools1/ which markets my graphic design freelance business. I was also exploring the iweb sites available, which is part of the iLife package on my MAC. It also includes iTunes (this is free), iPhoto, iMovie, and GarageBand. All programs work in conjunction with each other. Some of these products I have use more than others, and will continue to work with. That said, it does cost to host the site, and really doesn’t offer design flexibilities.

I also liked working with Camtasia, which I’ve not had much exposure too. I have used Jing, which is MAC compatible. Jing is very simple to use so far. I do look forward to the full Camtasia editing feature for future projects.

Screencast sample

I worked on several video's in Jing. Started with a Indesign tutorial, then moved on to an Illustrator business card tutorial and finally settled on an movie on overall design. I had a difficult time staying within the 5 minute timeline. In fact I couldn't seem to get all I needed in under the 5 minutes which is offered with Jing, the MAC version from Techsmith.

Google sites

The exploration of Google sites has really been fun and informative. I had not explored the wide range of options offered by Google. Here is my site so far, still a work in progress. Not that it needs an explanation, the site is about my graphic design service. It's something I promote and market.

http://sites.google.com/site/techtools1/

Mapping Project Website

This site was an exploration of a website. I work on a MAC which offered a service called iweb. It really was easy to use, and free for 60 days. Since I've discovered Goodgle sites, I'm sure I don't fee the need to pay for web space.http://web.me.com/mlfojtik/Site/Welcome.html

Week 5 Mapping Project

Part one: mapping project

Project objective: Identify all National Parks, Monuments, Seashores and Recreation Areas listed.

Steps to begin your project: follow instructions to create a Google Maps project:

http://maps.google.com/

1. Click on My Maps


2. Then click on create new map


3. Please title like this: Map Project – (Your name)


4. Allow the map to be Public


5. Create your map


6. Please follow the key provided and submit a completed Google map by providing the URL
   address in the Map Project drop box

When submitted your assignment, the URL embed code can be found by clicking on Link in the right corner of your browser.

Map Project Key

A. Pacific Border:
1. Olympic N.P.
2. Oregon Caves N.M.
3. Redwood N.P.
4. Point Reyes N.S.
5. Pinnacles N.M.
6. Channel Isl. N.P.

B. Cascades:
7. North Cascades N.P.
8. Mt. Rainier N.P.
9. Mt St. Helens N.M.
10. Crater Lake N.P.
11. Lassen Volcanic N.P.

C. Columbia Intermontane:
12. John Day Fossil Beds N.M.
13. Craters of the Moon N.M.
14. Hagerman Fossil Bed N.M.
15. Newberry Volcanic N.M.

D. Sierra Nevada:
16. Yosemite N.P.
17. Devils Postpile N.M
18. Sequoia-Kings Canyon

E. Northern Rockies:
19. Glacier N.P.

F. Middle Rockies
20. Yellowstone N.P.
21. Grand Teton N.P.
22. Timpanogos Cave N.M.
23. Dinosaur N.M
24. Fossil Buttle N.M

G. Southern Rockies:
25. Rocky Mountain N.P.
26. Florissant Fossil Beds N.M.
27. Great Sand Dunes N.M.
28. Bandelier N.M.

H. Colorado Plateaus:
29. Colorado N.M.
30. Arches N.P.
31. Capitol Reef N.P.
32. Canyon lands N.P.
33. Black Canyon of the Gunnison N.P.
34. Cedar Breaks N.M.
35. Bryce Canyon N.P.
36. Natural Bridges N.M.
37. Mesa Verde N.P.
38. Rainbow Bridge N.M
39. Canyon de Chelly N.M.
40. Grand Canyon N.P.
41. Sunset Crater N.M.
42. Petrifield Forest N.M
43. El Morro N.M.
44. Zion N.P.
45. Grand Staircase-Escalante N.M.
46. El Malpais N.M.

I. Basin and Range:
47. Great Basin N.P. (Lehman Caves)
48. Death Valley N.P.
49. Organ Pipe Cactus N.M.
50. Chiricahua N.M.
51. White Sands N.M.
52. Carlsbad Caverns N.P.
53. Guadalupe Mtns. N.P.
54. Saguaro N.M.
55. Big Bend N.P.
56. Lava Beds N.M.


J. Great Plains:
57. Theodore Roosevelt N.P.
58. Devils Tower N.M.
59. Jewel Cave N.M.
60. Wind Cave N.P.
61. Badlands N.P.
62. Agate Fossil Beds N.M.
63. Capulin Vol. N.M.
64. Mount Rushmore N. Mem.

K. Central Lowlands:
65. Chickasaw N.R.A.
66. Indiana Dunes N.L.

L. Ouachita:
67. Hot Springs N.P.

M. Ozark Plateau:

N. Superior Upland:

68. Isle Royale N.P.
69. Voyageurs N.P.

O. Interior Low Plateau:
70. Mammoth Cave N.P.

P. Appalachian Plateau

Q. Ridge and Valley

R. Picdmont

S. Blue Ridge:

71. Shenandoah
72. Great Smoky Mtns. N.P.


T. Adirondacks


U. New England:
73. Acadia N.P.
74. Cape Cod N.S.


V. Coastal Plain:
75. Cape Hatteras N.S.
76. Padre Island N.S.
77. Biscayne Bay N.P.
78. Everglades N.P.
79. Cape Look-out N.S.

View Week 5 Mapping Project in a larger map

Week 5 Reflection

Outsourcing: is very prevalent in the world of business. I have thought about it in the past as a cyclical trend that may swing one-way or the other, from contract to the full time employee. An interesting fact stated in the book; corporate America spent an estimated $.62.5 billion outsourcing training. That really is a remarkable figure. As a freelance designer for the last 15 years, I certainly could see trends, based on the economy. I filled that “contractor” gap in the industry for outsourcing.

Classroom training: another interesting fact I found in chapter 18, that 70% of training in the US was still delivered in the classroom. I would have thought, certainly in larger companies, more training would be delivered via the computer. A small part of my job is Blackboard training for instructors in a group setting, which I believe is an important part of the introduction process to Blackboard. That said, said, could eventually more be delivered via the Internet, both synchronous and/or asynchronously, a resounding yes!

Roles of Instructional Designers: I can relate. I certainly find myself drawn to the sole designer. At my job as an instructional designer, the dream to be part of a development team is just that, a dream. I am the development team. The department, Online Education (name change as of July) is growing and maybe someday there will be the help we need. It is overwhelming at times, there just isn’t the time needed to create and design effectively. That said, on some level I enjoy working on the entire course. I am able to fill many roles, weaving in and out of job titles metaphorically speaking. For example, I know when to become a consultant, as some instructors only want me to provide strategies, problem-solving ideas, or to help with evaluating course materials to develop an initial course structure. There are other instructor’s that are very hands off, give me creative license to develop. That works for me.

Chapter 21
Systemic change: I have to agree that a product approach to ecological systemic change seems a better option, compared to a process approach. I was surprised at the fact there has only been three major initiatives for change in the educational system since the 1960s; Sputnik, National at Risk, No Child Left Behind. The cycle for change and improvement will not diminish only become more pronounced and there seems to be no shortage of intellectual ideas how change should be delivered.

I did like the Step-Up-Excellent approach which talks about a five-step process for eventual district improvement, which features a collaborative effort. Whatever the initiative, we do need a team approach and to all work together for improvement. I also like the effort towards the pre-launch preparation with this Step-Up-Excellent approach. Certainly on a lower level, or relatable to instructional design, the better pre-prep time done on any project is time well spent. And of course, the bottom line, if discussing education or industry, these systemic improvements all cost money, with continued focus on development there has to be funding available.