First Post on Capstone (from MCGC site)
My thoughts are as follows for my Capstone:
Create an online model, with GMARTS and Director Beth Meachem. This will be multi layered, a place for resources, a social forum, business opportunities, exhibition opportunities, and educational workshops, and online classes. So far we have found many needs from our “Creative Dialogues” meetings with local artists. We have had 5 meetings thus far and I have gained great insight to the artists needs as well as their information literacy. One need is to establish artists as valid entrepreneurs, as a business entity in VT where this culture draws the creative mind. Another is a need to socialize and share ideas and knowledge. GMARTS is committed to engaging community in creative partnerships that enhance lifestyle and long-term economic sustainability. There are businesses who will add lots of spice to this online forum mix! From Chamber of Commerce to Advertising and Marketing companies who will join in the online opportunity. The do’s and don’t’s of art business, the facts of art business. Practical information for emerging artists. Currently “Open Studios” happens throughout the state and is proving to be a good source of publicity and profit for artists involved. Beth and I thought of creating a kind of Art Trail through Southern VT, that could mirror the Open Studios or be its own entity. Here users could go online to see the Art Trail, see videos of artists in their studio, view works etc. As well as print out the Trail and drive to the artists studios and meet them! Now for the educational component….Workshops, classes, both online and in the studio. Add podcasts so they can be viewed at any time, anywhere. Next trimester I will be taking Perspectives of Pedagogy and Curriculum II where learning how to work with Moodle and design the proper online curriculum will be essential! So far my course work in Perspectives of Pedagogy, Curriculum and the Web I, has been a fascinating and most challenging journey into learning and the learner, essential for creating any educational component.
Beth refers to the The Artist in the Marketplace (AIM) Program from The Bronx Museum as a model for what we are trying to do with GMARTS.
My Capstone is still emerging and is at the research stage. In my Digital Research Technologies class I am currently researching adult online education and the arts. With my new learned skills in searching and finding appropriate and useful materials on the web – I am preparing a report I will share soon!
Social Art Forums:
- Art Blog (Life =Art):- http://www.lifeequalsart.com
- Deviant Art http://sunspotgraphics.deviantart.com/
- Web site Design Blog (Bloglines): http://www.bloglines.com/blog/sunblog this is a running blog for my web final. I am redesigning my business website.
- See images for “Brain” Storming! (these can be viewed on my website) TheBrain.com is a fantastic visual information management tool. As a visual person this tool allows me to revisit my thoughts and review them critically.
Nov 10, 2007
A great meeting with Beth and thoughts of defining my Capstone concept. Art and Community.
Creative Dialogue meetings so far:
- Sun June 3 2007
- Sun July 8 2007
- Aug 5th * guest Paul Wheeler, On licensing and Marketing
- September 9 2007
- October 14 2007
- January 9, 2008
- January 23, 2008
My evolving capstone!
My enthusiasm is rising as I continue my studies towards my MAT here at MCGC; it is so wonderful to connect all the information thus far from each class I have taken, from the use of rich tech. tools in every day life, to, and more specifically, towards, a solid grounded design, or framework where real creativity can live for generations to come!
I am continuing to fuse and mold all these design theories, tools, and issues I see before me.
What I see here as the “problem” I aim to solve [ capstone ] is a disconnect between community and artists (and tourists?) Artists if given the proper tools, and support, can be better prepared, self-sustainable, and viewed as a valid entrepreneur.
Historically artists have had limited access, to display their artwork, in addition to marketing through galleries.
The creation of this Art portal, and Art Trail, will create many opportunities for artists to reach a larger audience, and define themselves as a viable sustainable business entity.
New technology tools such as CMS, and Open Source are allowing students and teachers to find new ways to communicate, collaborate, and interact.
This ubiquitous access to information has shifted education away from a simple transmission of information to an active acquisition of skills and knowledge. This approach facilitates team-based collaboration and inquiry based approaches to constructing knowledge.
To prepare for change and for our future the Net Generation must be considered. Students have changed; these new digital natives will then begin to shape future generations.
This space will support emerging and established adult artists seeking information, resources, and workshops, as well as virtual and physical spaces to show artwork.
For any “space” to be successful, there must be deeper learning at the core of the learning principles from which it is established. I am imagining a sustainable and self-correcting portal, or forum, where critical thinking and problem-based learning can take place.
This learning space I plan to create will allow learners to:
Get to know each other
Engage in dialogue, and critique
Work on group projects
Present work publicly and teach others
Give feedback
Access resources, including marketing
A systematic approach of Design, Develop, Implement, Evaluate / Methods and materials.
Constructivist learning environments create a “place where learners may work together and support each other as they use a variety of tools and information resources in their pursuit of learning goals and problem-solving activities” (Wilson, 1995, p.27)
(Page 58, Trend and Issues ID&T)
Involving students and all in the process itself, as it evolves, is crucial. AND it has begun!
I am working with a list of artists I will be videoing and adding to the “Trail” my multimedia work from Web II is really coming in handy! Also the other part of the Art trail I hope to be virtual, and yes it will be in Second Life.
Get ready for your imagination to be tickled!
Art Fits Vermont / VT Arts Council
http://vermontartscouncil.org/Community/CommunityArtsProjects/ArtFitsVermont2008/tabid/744/Default.aspx
MORE COMING SOON!
Art Fits Vermont will formally launch on April 16 during Arts Achievement Day at the Vermont State House.
In February and March, Council staff will be visiting communities interested in learning more about the project. The following meetings are opportunities to share ideas and network with other community organizers. More dates will be posted as they become available.
This is something I need to follow, and be a part of, watch the progress of, and define where my capstone project complements this Council and these very creative adventures currently happening.
My intentions are to work WITH the other community and Biz members of VT, not to take away from….
Designing My Learning Space:
The Art Studio as a formal learning space.
Instructional Implications of these spaces.
What types of learning activities should be facilitated in these spaces, and what type of infrastructure is needed to support these activities?
Learning in a virtual space (thinking about how to integrate SL into this)
Who is my audience? Digital natives …
…new space is designed around learning needs instead of space requirements. Underlying this process are the institutions values about what makes successful teaching and learning. These values define how people see, talk about, and feel about what should happen in a learning space. By focusing on these values, instead of simply meeting space requirements, an institution can revolutionize the design process to create learning spaces that meet the needs of both faculty and students.
CDIO Conceive, Design, Implement, Operate process of engineering that sees the learning environment as a product to be developed rather than simply as a space to be redesigned.
These learning principles become the driving force within the design process and are the benchmarks through which progress is measured and decisions are made.
To guide this process, the client should appoint a full-time champion who has the domain and departmental expertise necessary to see the project through. Thus, the learning needs of the discipline drive the planning process.
I’m really beginning to see the reason for theses particular people: sponsor / advisor to the capstone….
1. Identifying the institutional context within which the space will be constructed.
2. ** specify the learning principles that are meaningful to the institutional context / & My personal principles
3. team defines the learning activities that will occur within the space to support these learning principles
4. team develops clearly articulated design principles that support the learning principles and learning activities
5. team creates a set of requirements that can be communicated to those who will carry out the renovation or construction.
6. Determine a methodology for ongoing experimentation, evaluation, and improvement to assess whether the new space is a success.
These steps combine to create an iterative dialogue among the design team and other stakeholders in the design process.
CHANGE >
A New Way to View Design
Phillip Long and Ed Crawley have proposed a different view of the design process. This new view, based on the Conceive, Design, Implement, Operate (CDIO) process of engineering, begins with seeing the learning environment as a “product” to be developed rather than simply as a space to be redesigned.4
I have been connecting with this article:
http://connect.educause.edu/Library/EDUCAUSE+Review/DesignoftheLearningSpaceL/40557
I am curious to know your thoughts…
Yikes – so no wonder the document was 80MB!…let me shrink this a bit.. Oh my what a day!
I will post a link here too:
http://zonorus.marlboro.edu/~kwilson/images/KristenWilsonFinalDraft.pdf
Perspectives on Pedagogy and Curriculum II
Blogging is fairly new to me, and I am still stumbling through it. I did make a post last week – apparently I never posted it? Lets try this again!
Perspectives on Pedagogy and Curriculum II Elaine Garofoli
For one of this session’s blog entries, create a development plan for yourself that will enable you to improve areas in competence in the field of instructional design.
Include milestones that you might realistically achieve this term, as well as goals to work towards, how you expect to meet the objectives, and the resources you will need.
I was late in ordering our text: Trends and Issues in Instructional Design and Technology by Reiser and Dempsey. So I began to research the term, to see what I could discover. I began with some definitions from the U of Houston’s course on Instructional Design.
http://www.coe.uh.edu/courses/cuin6373/whatisid.html#definitions
Instructional Design as a Process
Instructional Design as a Discipline
Instructional Design as a Science
Instructional Design as a Reality
Instructional System
Instructional Technology
Instructional Development
I then read the two resources for Assignment 1:
Dick et al. (2007)
Fink: Creating Significant Learning Experiences
THEN, I finally got the text in the mail – (Reiser and Dempsey)
This text is very good, and quite thorough. It was the text I wished to begin with, because I then needed to revisit the previous readings since the Reiser and Dempsey book is creating a solid explanation of this field for me. Understanding where the term began and it’s current evolution is important to the system itself. It seems as though we are almost coming full circle with some of these developments in IDT, and question, again: will this new technology / system of learning amount to a classroom standard? I can only say, look at the military’s experience, and results using these systems….I have confidence that IDT will become a common part of education.
What most excites me about IDT is how it can be applied to so many scenarios, either in the workplace, or an educational setting.
Following sample models and theories and understanding this systematic process, is essential for me as an instructor, and for my learners. I plan to find models that might fit into my area of interest: Design, Art, Adult Education. Going through the process will hopefully result in a better understanding, and experience in being directly involved.
