Peer-graded Assigment 2: Design an online Learning Componment (3)

This is the final peer-graded assignment in a MOOC  -  Learning to Teach Online by University of New South Wales, Australia.

Hello, and thanks for looking into my submission!
The task  was to design and describe the online component for your own class that you identified earlier in the course. Building on my experience with teaching Interaction of Color on iPad on Einar Granum Vocational Artschool in Oslo, Norway I developed an online course using the application developed by Yale University press in 2013.

Assignment Questions
Drawing upon the concepts explored in the course, the case studies presented, resources, activities, and discussions include responses to the following in this final culminating assessment:

1. A description of the online activity, assessment or resource including specifics about what the students and the teacher would have to do.
2. A description of how the online activity, assessment, or resource is aligned with the rest of the curriculum in your course.
3. Discuss of strategies you have chose to engage your students with the online the online teaching. 
4. Make a plan for evaluating your online assessment, activity, or resource to determine its effectiveness. 

This is nothing that I´m especially proud of; poor video and bad english. These facts shall not reflect the potential I believe  one can find in new technology and online teaching. Please look at this assignment as a trail with a lot of errors and please do not feel obliged to listen to the bitter end!

Sincerely Rustan

Transcript: Peer-graded Assigment 2: Design an online Learning Componment (3)

How to engage the students?

In regards to the student engagement, I have noticed in recent years after been teaching a number of courses with different applications on the iPad that students concentrate surprisingly well in comparison to traditional art education. This is especially true when I have been teaching Interaction of Color with the iPad, compared with a traditional course. I do not know if this is good or bad, and I really can´t explain why the concentration increases as they take this new technology in use. One reason can be that technology today so integrated into the student’s everyday life… just as my generation needs to have pen and paper at hand to think. Another reason can be that the technology offers less resistance, avoiding the laborious work of cutting out exact shapes, precisly mounted resulting in a beautiful artework. Another reason can be that the technology offers less resistance, avoiding the laborious work of cutting out exact shapes, precisly mounted resulting in a beautiful artework. After the introduction, they start work on of the school's iPads. The presentation of the application structure often takes only a few minutes. It takes a bit longer to set up an email account so that they can communicate with friends, classmates and different social media. In my experience it is important that each student has access to Internet before they start working. But this no problem, it works quite well and the students often help each other. Once this is done, invite each student to a Facebook group where their work is published. At the same time, students are asked to create a Pinterest account, if they do not already have one, with a pin board called Interaction of Color application. You can easily link to this Pin board on Facebook, if you want to show your collection. The most important experience I´d like to share is that it is important in the beginning to be active and commenting on all the students' work. On the same time  present some restrictions, as how much you as a teacher will comment on their work. It is important that the student’s don´t feel abandon, equally important to set a tone in the discussion. After a while when they start interacting, my attendance as a teacher is less important.