Using inquiry as a method of learning “creates a motivation to learn and provides a set of constraints that make the learning meaningful” and produces a whole range of experiences (Learning as Inquiry, paragraph 4 and 5). By asking questions and following those questions to other questions, one can move not only through a certain subject but across subjects. Inquiry as a learning method isn’t about explicit knowledge that can be transferred and assessed, it is “instead an act of imagination” (Learning as Inquiry, paragraph 5). The use of imagination and relying on tacit knowledge allows one to go “deeper into the process of inquiry” (Learning as Inquiry, paragraph 8).
Artsonia is “the largest student art museum in the world” or so it says on its web site. It is a place for students, parents, and teachers to upload student artwork to share their creations with a wide online audience, establish a fan club, interact with other students, teachers, and parents, and sell products with their artwork on it. Visitors can browse galleries based on medium, by school, by grade level, or by keyword search. Schools and artists can win top honors and sometimes prizes. Schools even earn 20% when people purchase products from the gift shop. The section for teachers includes downloadable lesson plans created by fellow teachers and parents can create fan clubs and invite people to view and leave comments about the students’ artwork. The blog contains tips and guides for parents and teachers and covers topics about using the web site or app and sharing and building fan clubs.
I’ve put together a list of syllabi regarding visual culture and identity based on my interests in the topics that encompass visual culture and identity in the digital age, new media, design research, and branding that explore both personal and organizational identities in visual culture.
- Matteo Bittanti: Introduction to Visual Studies
Course focuses on theoretical and practical study of Visual Culture and includes the effects of consumer culture on our habits and surroundings; the impact of communication technologies such as the internet, smartphones, and television on our understanding of the world; the question of identity in subcultures as it is expressed in visual media; the effect of the politics of art production, display, and criticism on contemporary artists.
Art of the Title is an online showcase and community site for people who are interested in and work on title sequences for television, film, web, conferences, and video games. At Art of the Title, they “honor the creators and innovators who contribute to the field, discussing and displaying their work with a desire to explicate, facilitate, and instigate.”
When visitors first come to the site’s home page, which isn’t the only way to access the site, they are presented with the name and logo of the site at the top followed by navigational aids for title sequences, designers and studios, search, and ways to access their social media through hyperlinked icons. The body of the home page has the latest featured title sequence and/or interview of someone in the industry and the most recent articles about the domain underneath. In the footer of the web site, a person can also access additional navigational aids for information about the site, news title sequences, features, designers, studios, and sponsorship. The format of the home page and the most recent articles is a combination of linked images and text about the particular title sequence or interview.
In order to adapt the assignment from a traditional unit of study to one that is suitable for generating awareness about accessibility with online resources in the workplace, I’m going to take the outline from the assignment and reconfigure it so that it becomes part performance, part demonstration, and part activity. The goal of the activity is to use an action-based activity with one or more currently running projects that are familiar to people on my team and generate a new perspective or understanding about the educational resources that are built at the university level. At times we are more apt to build for ourselves than for others. If education is the goal, then our processes and outlook needs to be changed.
My idea for performing/creating something in my everyday environment that calls attention to the everyday scene or routine in a new way, is inspired by Janie Leck-Grela’s blog post on yarn bombing, Deb Ryland’s blog post on culture and reality TV, and Lindsay Bayer’s blog post on personal space and objects. The idea is to engage people without disabilities and create awareness about people with certain disabilities (such as color blindness, low or lack of vision, and mobility) and how they access and consume information via the internet. The goal is to bring to light how our actions in building online educational resources can have a direct impact or be an impediment for others. Hopefully it will generate enough awareness about culture, ourselves and the connectedness to others, and how objects and information can be understood in different ways.
I think that I don’t love you so much right now or more accurately for a while now. You see it’s my job to make things work and quite honestly a lot of you just don’t play that well together. You don’t. Admit it. People expect web-type things to work consistently on everything that they use. And they don’t care what it takes behind the scenes to actually make it happen. They want their web-type thing to work on a Mac, a PC, a tablet (not the Babylonian kind), a cell phone or smart phone, a notebook (not the paper kind), or whatever else that you create and send to the market that has the ability to access the Internet(s). I’m tired of all of the work-arounds and quirks.
How exactly do I incorporate the social interactivity of the latest technologies, such as blogs, video, chat, and keep young people in K-12 classrooms safe from bad people? Is it different for people 18 and over who are in some form of post-secondary education? What about confidentiality?
The Federal Communications Commission’s web site on the Children’s Internet Protection Act says:
So I’m working on a project to develop and deliver K-12 modules and lessons about environmental toxicology that incorporates or supplements “hands-on” learning. The primary targets are students in biology classes that have sufficient access to technology both at school and at home. According to a National Center for Education Statistics survey, 97% of public schools in the United States have broadband access.
I just feel that I’m making quite a few assumptions about the type and amount of computer technology in public schools and how the multimedia pieces will be delivered in a science classroom. Is there only one computer in a classroom? Are there any computers with internet access in a science classroom? Is there a projector? Will the “hands-on” activities be demonstrated by a teacher because of limited access to computers in the classroom?
I’m trying to figure out how “facilitated assets” will be used in the science classroom, as opposed to a complete online course that is developed from start to finish. Credit for the phrase “facilitated assets” goes to my co-worker Angie Dick.