Peer-graded Assigment 2: Design an online Learning Componment (4)

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 (4)

A plan for evaluating your online assessment….

The most important thing when evaluating teaching is to remember the goals one wants to achieve. The goals for this course in Interaction of Color are threefold. First of all, a high participation is imperative since this is essentially a practical course. Only by solving the exercises is it possible to be experience the core of what the course is al about. Secondly the students shall learn to use adequate terminology to describe different qualities in colour both scientifically and aesthetically. And the final goal is to develop the student's ability to perceive shades, nuances in colour and it´s relativity. It is important that the students understand this progression from the start.

And to achieve this, it is important to follow and evaluate the activity immediately, and to monitor to what extent students interact with each other's work. It may be a good idea that the some exercises have obligatory comment of at least 3 peers. When following uploads of the various exercises in the OER, it's important that everyone publishes and gives feedback. If someone falls outside, it is important to contact him or her and clarify why they did not participate and offer support. In short, initially what you need is a quantitative collection of data, how far, how much and how often, to ensure a great activity. Besides visiting the group first hand the various OER offer statistics that measure the activity on the given page. There you can follow the activity on the page, the number of visits, something that can be an interesting tool. Furthermore, it is important that you evaluate how the students interact with the course content, how many exercises they do and to what extent they have understood the task in hand. This can only be done by looking at the students' work and highlighting some of the most striking results presented.  The first task simply expressed is to get 3 colours to look like 4. Here the learning is to experience how some colours are more likely to change than others and more precisely how colour and value determine to what degree one will succeed. It is also important that they read the course literature so that they understand the terms used to describe the different qualities in colour. This can be evaluated by following the commentaries.

The course ends with a joint review where each student present a striking result from the course uploaded to our school LMS together with reflextion notes.

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.

Peer-graded Assigment 2: Design an online Learning Componment (2) How the activity is aligned with the curriculum?

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 (2)

How the activity is aligned with the curriculum?

The online activity the application enables merges very well with the curriculum as a whole. The theory in Interaction of Color follows the progression in the curriculum and how colour and perception is describe scientifically. The first week we investigate different color systems, ​​primary colours and color mixtures. The second week we work exclusively with the concept of “value” ​​and its significance for creating illusion. The third week is devoted entirely to Interaction of Color and the simultaneous contrast, and the fact that color perception is a result of the physiological evolution of the eye. This fact that perception and that we call simultaneous contrast determine how we perceive color goes back to the research by the French scientist Chevreul in 1839. The second aspect formulated in the curriculum is the need to understand the relationship between screen technology (RGB) and print technology (CMYK). Since the other courses are based on pigments and mixing primary colours; red, yellow and blue (RYB), this is the only course that discusses modern color theory in practice. The online teaching and the use of social media address another and more general requirement in the curriculum; that teaching shall lead to professionalism and cooperation.

Peer-graded Assigment 2: Design an online Learning Componment (1)

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 (1)

Online teaching with Interaction of Color on iPad.

The last 10 years I have been reasonable together with my colleges too develop our teaching in Colour, which is an important part of the first year of foundation syllabus. The subject consists of 5 courses to provide basic knowledge in colour theory, colour mix, colour use and the student's sensitivity to colour-aesthetics. One of these courses is an adaption of Josef Albers famous colour course that he developed in America after he together with his wife had fled the Nazi-Germany in 1933. He had before that been teaching at the Bauhaus for many years. The course was called Interaction of Color and published in 1963 by Yale University Press. The first edition was published in only 2000 copies and is today a very expensive collector´s item, almost impossible to acquire.

Therefor art-teachers for many years used the pocket version from 1971. Fortunately since than, one can now order several complete and inexpensive editions of Interaction on the net. The course consists of a number of exercises done with coloured paper where perception is investigated in relation to different colour phenomena like the simultaneous contrast. The teacher led the course from start to finish giving lectures, briefings, assessments and it always ended in the form of a traditional exhibition in the classroom with a joint review and summative assessment with grades. However, in 2013, in connection with the 50th anniversary of its publication the Yale University Press published an interactive digital version of Interaction of Color in the form of an iPad application. This application, which is now installed on our class set of iPads, has changed the teaching fundamentally in three ways:

Firstly, the traditional teacher-centred way teaching has changed. Previously, the teachers followed the chapters in the pocket book and insuring that the students did the same at the same time as Albers would have done. The application contains exciting presentation-videos with artists, designers and teachers explaining the different elements of the course. This makes the content more vibrant, relevant and giving the text authority. My traditional lectures became more or less redundant. My role as a teacher is now to show the possibilities the app has to offer had to help the students with the technology. Secondly, the various studies presented in Interaction of Color is now integrated in the application and solved interactively digitally in the iPad without colour paper and glue. The hard work preparing for the course by of collecting paper samples is no longer a problem. This save time, but above all the student can solve the exercises when ever;  in the bathroom, on the bus or the balcony. They do not have to be in the classroom to complete the course. Thirdly and perhaps the most exciting thing is that the students through the Web 2.0 can share their work with not only their classmates but everyone else through social media Thirdly and perhaps the most exciting thing is that the students through the Web 2.0 can share their work with not only their classmates but everyone else through social media.