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.