-----------------Learning Activities------------------
Aud: Direct Instruction (in comp lab) Self-directed Tools (data base)
Teacher x
Student x
Public
Thursday, November 29, 2007
Tuesday, November 6, 2007
Topic: Service-learning Assessment
Dr. Schaffer says there are some ground work (in literature) for assessment. But mostly, "reflection based" assessment. I should pursue something like "comptency based" assessment.
Things to do:
1. Do THORS research with "service learning" "assessment" "evaluation".
Things to do:
1. Do THORS research with "service learning" "assessment" "evaluation".
Wednesday, October 3, 2007
Possible New Directions (based on Dr. Schaffer's new advice)
Consider how to:
1. best make sure that service and learning are integrated in the course.
2. assess students' service learning.
3. influence attitudes and behaviors related to community work.
1. best make sure that service and learning are integrated in the course.
2. assess students' service learning.
3. influence attitudes and behaviors related to community work.
More on my possible topic for the course
1.
Service-learning is generally taken as a teaching method. But this method also determines a large part of instructional design that is needed for the method. I mean service learning comes with a lot of pre-determined design when it is considered for your teaching. Service-learning method itself is similar to an instructional design. If someone is asking, "What instructional design should I use for teaching (this and that)?" It would be OK to answer, "The design you should use is service-learning; it is a good design to increase motivation with the authentic activities via participating in the community."
2.
I think there is a degree of what connecting course learning goals and service-learning goals. In cases like EDCI 592, service-learning goals are not very salient. Service-learning is there as a component of the course; but it is mainly for giving students authentic activities. So, for example, if asked at the end of the semester, "How did this course help you develop or increase your sense of civic responsibility?" the stuents will have problems answering the question. On the other hand, for classes such as where 4th graders are vounteering to take care of sheltered animals, students will reflect a lot on their civic responsibilities that they learned from the experience. This degree would be parallel to what the table shows at p. 49 (Billig & Furco).
Shigetake
Service-learning is generally taken as a teaching method. But this method also determines a large part of instructional design that is needed for the method. I mean service learning comes with a lot of pre-determined design when it is considered for your teaching. Service-learning method itself is similar to an instructional design. If someone is asking, "What instructional design should I use for teaching (this and that)?" It would be OK to answer, "The design you should use is service-learning; it is a good design to increase motivation with the authentic activities via participating in the community."
2.
I think there is a degree of what connecting course learning goals and service-learning goals. In cases like EDCI 592, service-learning goals are not very salient. Service-learning is there as a component of the course; but it is mainly for giving students authentic activities. So, for example, if asked at the end of the semester, "How did this course help you develop or increase your sense of civic responsibility?" the stuents will have problems answering the question. On the other hand, for classes such as where 4th graders are vounteering to take care of sheltered animals, students will reflect a lot on their civic responsibilities that they learned from the experience. This degree would be parallel to what the table shows at p. 49 (Billig & Furco).
Shigetake
Class on October 2nd
Last night, I had to miss the last half of the class due to a conflict with my work. I will document what the first class was about: 1. Declarative Knowledge 2. Concept 3. Procedure 4. Principle 5. Problem Solving 6. Attitude (All presentations by students. At the end of each presentation, how each type of process would applied to ArtSmart or Climate Change projects was discussed.) Further thoughts about my "Service-Learning Design" -Reciprocal process between the course (students) and the community partner (stake-holders)
Reciprocal processes occur between the two different perspectives in service-learning:
Students:
Principle-based (Structured instructional design-based)
Process-based
Heuristic process (redundancy)
Concentric/centrifugal
Single perspective
Principled
Stake-holders:
Customer service-based (Situation-based)
Product-based
Efficient process (practicality)
Eccentric/centripetal
Multiple perspectives
Intuitive
One example of reciprocity is that, in the case of EDCI 572 students will make recommendations to Climate Change authors: some of their lesson plans exhibits misallignment. Although they want the lessons are problem-solving based inquiry oriented learning, some lessons are declarative knowledge based. These lessons will have to be converted into problem-based.
All above might be related to the discussion of "engagement vs. service."
Another idea is that, as far as students’ perception, it really does not matter if the community partner is within the community or not. It could be anywhere. It could be a company outside Indiana. Students don't care if this activity is enhancing their sense of civic responsibility. The activity is authentic, which is what all matters to them. However, if it is community, it might be easier to see the product later. It might be easier to conduct interviews with 4th graders, teachers, and stakeholders. However, it is a company (entity pursuing profits), students might be more interested in future possibility of employment with them (if they are in the market the students would go in).
Either way, a reciprocal, constructive process is expected for a good result of the course.
Shigetake
Reciprocal processes occur between the two different perspectives in service-learning:
Students:
Principle-based (Structured instructional design-based)
Process-based
Heuristic process (redundancy)
Concentric/centrifugal
Single perspective
Principled
Stake-holders:
Customer service-based (Situation-based)
Product-based
Efficient process (practicality)
Eccentric/centripetal
Multiple perspectives
Intuitive
One example of reciprocity is that, in the case of EDCI 572 students will make recommendations to Climate Change authors: some of their lesson plans exhibits misallignment. Although they want the lessons are problem-solving based inquiry oriented learning, some lessons are declarative knowledge based. These lessons will have to be converted into problem-based.
All above might be related to the discussion of "engagement vs. service."
Another idea is that, as far as students’ perception, it really does not matter if the community partner is within the community or not. It could be anywhere. It could be a company outside Indiana. Students don't care if this activity is enhancing their sense of civic responsibility. The activity is authentic, which is what all matters to them. However, if it is community, it might be easier to see the product later. It might be easier to conduct interviews with 4th graders, teachers, and stakeholders. However, it is a company (entity pursuing profits), students might be more interested in future possibility of employment with them (if they are in the market the students would go in).
Either way, a reciprocal, constructive process is expected for a good result of the course.
Shigetake
Tuesday, October 2, 2007
A couple of thoughts
1. All I know is that this course EDCI 590 is titled "Service-Learning Design." I have thought about possible topics for my inquiry of EDCI 590:
-Engagement vs Service
-Design Model of Computer-Mediated Service-learning Instruction for School Settings
(My problem is "Design" is a big concept. I don't know where to start. I read Smith & Ragan, but I was only confused about what to do. But "Design Model" might sound more "tangible" to me.)
2. I have noticed two big differences between ArtSmart Project that I was involved and ArtSmart Project that is happening now in this course.
Last year: We created a simulation of digitized Art-Smart project. This was designed for 4th grade teachers (not for students). There was no "generative" feature to it.
This year: This year. We are creating something also for students as well as 4th grade teachers.
Also, it is open to teacher creativeness; teacher can choose their ArtSmart images on their own.
ArtSmart is more "generative" (Smith & Ragan).
Shigetake
-Engagement vs Service
-Design Model of Computer-Mediated Service-learning Instruction for School Settings
(My problem is "Design" is a big concept. I don't know where to start. I read Smith & Ragan, but I was only confused about what to do. But "Design Model" might sound more "tangible" to me.)
2. I have noticed two big differences between ArtSmart Project that I was involved and ArtSmart Project that is happening now in this course.
Last year: We created a simulation of digitized Art-Smart project. This was designed for 4th grade teachers (not for students). There was no "generative" feature to it.
This year: This year. We are creating something also for students as well as 4th grade teachers.
Also, it is open to teacher creativeness; teacher can choose their ArtSmart images on their own.
ArtSmart is more "generative" (Smith & Ragan).
Shigetake
Tuesday, September 25, 2007
Instructional Strategies
9/25/2007
Instructor: Dr. Schaffer
Students: Everyone
Agenda: (1) First 75 minutes: Task Analysis, Instructional Strategies, Scaffolding, Events of Instruction, Types of Learning, etc. (2) Sedond 75 minutes: (I was absent during this time.)
Task Analysis Revisited:
-We will make recommendations to Dan (and the other authors) concerning misallignments of the learning outcomes (Smith & Ragan, p. 79) identified in the current lessons. We will point out to them that there are some outcomes that are not allighed with an "inquiry-based" instruction. although we will not disregard instructional values of them as far as they are good but minor portions of the lessons.
Instructional Strategies (Dr. Schaffer's PPT presentation):
-See Links -> Instructional Strategy & Deliveries (Blackboard)
-Categories of Instructional Strategies: Organizational, Delivery, and Management.
-Gagne's 9 Events
-Smith & Ragan's Expanded Events of Instruction (p. 130)
-Merrill's 1st Principles (Merrill's work will be used for our formative evaluation)
-Generative and Supplantive
ArtSmart Project:
Cathy Trout has been working on lesson plans for teachers to teach in Art Education.
(June's proposal was accepted and we got a 1,500 dollar grant for this project.)
Shigetake
Instructor: Dr. Schaffer
Students: Everyone
Agenda: (1) First 75 minutes: Task Analysis, Instructional Strategies, Scaffolding, Events of Instruction, Types of Learning, etc. (2) Sedond 75 minutes: (I was absent during this time.)
Task Analysis Revisited:
-We will make recommendations to Dan (and the other authors) concerning misallignments of the learning outcomes (Smith & Ragan, p. 79) identified in the current lessons. We will point out to them that there are some outcomes that are not allighed with an "inquiry-based" instruction. although we will not disregard instructional values of them as far as they are good but minor portions of the lessons.
Instructional Strategies (Dr. Schaffer's PPT presentation):
-See Links -> Instructional Strategy & Deliveries (Blackboard)
-Categories of Instructional Strategies: Organizational, Delivery, and Management.
-Gagne's 9 Events
-Smith & Ragan's Expanded Events of Instruction (p. 130)
-Merrill's 1st Principles (Merrill's work will be used for our formative evaluation)
-Generative and Supplantive
ArtSmart Project:
Cathy Trout has been working on lesson plans for teachers to teach in Art Education.
(June's proposal was accepted and we got a 1,500 dollar grant for this project.)
Shigetake
Tuesday, September 18, 2007
Instructional Design and Development
September 18th, 2007
Today's Agenda:
1. Dr. Schaffer's lecture on Assessment (w/ Smith & Ragan, Dr. Schaffer's Powerpoint slides)
2. ArtSmart Discussions to Form Teams and Their Responsibilities (and Timeline): first just among classmates and after that w/ Dr. Schaffer.
In this blog, I will mainly talk about #2.
Although I was not involved in this EDCI 572 assignments, blogging about 'teaming' seemed to have been well reflected by the class (See Blackboard 'discussion'). Dr. Schaffer commented that for assessment of teaming, there are two things that you can do: observation and reflection (self-assessment).
Regarding the ID assignments for Climate Chage, Dr. Schaffer said it is good to create objectives based on what we have. (They did not really have objectives.) Keep that in mind that we need congruency among Goal, Task, and Assessment.
During our (without Dr. Schaffer) discussion, we decide there will be two teams: Instructional Design Team and Development Team. But we needed to ask Dr. Schaffer to help us decide how much work we should put on the development part since this course's topic is instructional design.
Dr. Schaffer basically said our ID will have to be really cohesive and well done. It is not a good idea to have a product that is visually really beautiful or attractive but is sparce with no coherent ID in it.
I think Dr. Schaffer said ID Model does not assume delivery. But it is true that compared to last year, this project is much more real this year.
2 Teams are:
1) Instructional Design (ID): 2 complete activities/lessons (for teachers and students)
2) Design Prototypes (Development):
-Prototype of website
-Technologies (ASP, PHP, dB)
-Research Design(s) based on characteristics of learners (teachers and students)
Dr. Schaffer said that this is already EDCI 561 discussions (beyond 572). He said there are no set answers for this question. Development team will also have to really know ID aspects.
The above discussions are all important for 'service-learning design.' I really have to decide my research questions are for my EDCI 590 paper. I need to consult Professor Schaffer soon.
Shigetake
Today's Agenda:
1. Dr. Schaffer's lecture on Assessment (w/ Smith & Ragan, Dr. Schaffer's Powerpoint slides)
2. ArtSmart Discussions to Form Teams and Their Responsibilities (and Timeline): first just among classmates and after that w/ Dr. Schaffer.
In this blog, I will mainly talk about #2.
Although I was not involved in this EDCI 572 assignments, blogging about 'teaming' seemed to have been well reflected by the class (See Blackboard 'discussion'). Dr. Schaffer commented that for assessment of teaming, there are two things that you can do: observation and reflection (self-assessment).
Regarding the ID assignments for Climate Chage, Dr. Schaffer said it is good to create objectives based on what we have. (They did not really have objectives.) Keep that in mind that we need congruency among Goal, Task, and Assessment.
During our (without Dr. Schaffer) discussion, we decide there will be two teams: Instructional Design Team and Development Team. But we needed to ask Dr. Schaffer to help us decide how much work we should put on the development part since this course's topic is instructional design.
Dr. Schaffer basically said our ID will have to be really cohesive and well done. It is not a good idea to have a product that is visually really beautiful or attractive but is sparce with no coherent ID in it.
I think Dr. Schaffer said ID Model does not assume delivery. But it is true that compared to last year, this project is much more real this year.
2 Teams are:
1) Instructional Design (ID): 2 complete activities/lessons (for teachers and students)
2) Design Prototypes (Development):
-Prototype of website
-Technologies (ASP, PHP, dB)
-Research Design(s) based on characteristics of learners (teachers and students)
Dr. Schaffer said that this is already EDCI 561 discussions (beyond 572). He said there are no set answers for this question. Development team will also have to really know ID aspects.
The above discussions are all important for 'service-learning design.' I really have to decide my research questions are for my EDCI 590 paper. I need to consult Professor Schaffer soon.
Shigetake
Tuesday, September 11, 2007
Climate Change
Today's class had three parts: Introduction to Climate Change by Dr. Shepherdson (spelling ?, I will call him Dr. S in this document), Smith & Ragan Chapters, and ArtSmart Project discussions.
1. Climate Change:
This is an NSF funded project. It is currently text-based (paper-and-pencil and PDF) instructional materials to teach climate change related issues in the teacher-led classroom environment. It is used for teaching individual students or a group of students with the teacher guidance. Target students are 9th and 10th graders and possibly 11th too. The project wants to create an instructional program that facilitates students' inquiry-based learning. It synthesizes a variety of data that are from personal actions and facts during a span of 100 years and also from the Midwest and the West Coast. There are three types of activities: Interpretation and visualization, extensive texts, and another (?) that I could not catch and write down. The role of the materials is a supplement for classes rather than core part of the curriculum. Related subjects areas are Biology, Ecology, Environmental Science, and maybe Chemistry.
WE (EDCI 572) are asked to work on the development (editing, alignment of the 'macro' flow, etc.; we can give them feedback on the content, too; layout change is totally acceptable) based on their text-based materials. So, we don't have to worry about the content. More specifically, we probably want to create templates for the four modules:
-Green house gases (6 activities)
-Severe whether events (3-4): tornades, etc.
-Ecological impact (3-4): polar bears, arctic wild animals, etc.
-Natural events (3-4): sun spots and molancovich (?), etc. that inpact climate.
(Activities can be 1-2 hour; module could be for 2 weeks for class time, case study can be longer)
At this point, we will create Word documents to send them so they can see).
(Another idea is that we can create templates for different types of activities, for example, templates for case studies. lesson plans, and exercises to be able to "look and feel" those activities.)
Now, I would like to discuss my EDCI 590 topic, Service-Learning Design:
-This is not as "service-learning like" as our ArtSmart project. For ArtSmart, we have direct communications with the client (basically the Museum); but for Climate Change, we have Dr. S, not the client (teachers and students). Dr. S. is the provider of the service and we are part of his project.
-The method of communication is that we direct questions to Dr. Schaffer and he will send questions to Dr. S. (We don't have Wiki.)
2. Smith & Ragan Chapters
I will not document this part since this is about EDCI 572 issues solely for their learning of the textbook chapters.
3. ArtSmart Discussion:
This is mainly conducted by the students without Dr. Schaffer's guidance, and the notes have been taken and uploaded in the course Wiki.
As for Service-Learning aspects of the discussion, there were a few points to be considered:
-We are not really "volunteering" for ArtSmart. We are working collaboratively with the client and the Client are working collaboratively with us.
-Dr. S. said they can "recognize" EDCI 660 or its students as developers when the program is completed (after I asked him if it is possible for us to be recognized).
-Sense of civic resopnsibility is something that the learner can learn after interpreting or understanding the meaning of his/her experience with the community. If a student has a negative experience, the teacheer and he have to get some meaningful sense out of it.
Shigetake
1. Climate Change:
This is an NSF funded project. It is currently text-based (paper-and-pencil and PDF) instructional materials to teach climate change related issues in the teacher-led classroom environment. It is used for teaching individual students or a group of students with the teacher guidance. Target students are 9th and 10th graders and possibly 11th too. The project wants to create an instructional program that facilitates students' inquiry-based learning. It synthesizes a variety of data that are from personal actions and facts during a span of 100 years and also from the Midwest and the West Coast. There are three types of activities: Interpretation and visualization, extensive texts, and another (?) that I could not catch and write down. The role of the materials is a supplement for classes rather than core part of the curriculum. Related subjects areas are Biology, Ecology, Environmental Science, and maybe Chemistry.
WE (EDCI 572) are asked to work on the development (editing, alignment of the 'macro' flow, etc.; we can give them feedback on the content, too; layout change is totally acceptable) based on their text-based materials. So, we don't have to worry about the content. More specifically, we probably want to create templates for the four modules:
-Green house gases (6 activities)
-Severe whether events (3-4): tornades, etc.
-Ecological impact (3-4): polar bears, arctic wild animals, etc.
-Natural events (3-4): sun spots and molancovich (?), etc. that inpact climate.
(Activities can be 1-2 hour; module could be for 2 weeks for class time, case study can be longer)
At this point, we will create Word documents to send them so they can see).
(Another idea is that we can create templates for different types of activities, for example, templates for case studies. lesson plans, and exercises to be able to "look and feel" those activities.)
Now, I would like to discuss my EDCI 590 topic, Service-Learning Design:
-This is not as "service-learning like" as our ArtSmart project. For ArtSmart, we have direct communications with the client (basically the Museum); but for Climate Change, we have Dr. S, not the client (teachers and students). Dr. S. is the provider of the service and we are part of his project.
-The method of communication is that we direct questions to Dr. Schaffer and he will send questions to Dr. S. (We don't have Wiki.)
2. Smith & Ragan Chapters
I will not document this part since this is about EDCI 572 issues solely for their learning of the textbook chapters.
3. ArtSmart Discussion:
This is mainly conducted by the students without Dr. Schaffer's guidance, and the notes have been taken and uploaded in the course Wiki.
As for Service-Learning aspects of the discussion, there were a few points to be considered:
-We are not really "volunteering" for ArtSmart. We are working collaboratively with the client and the Client are working collaboratively with us.
-Dr. S. said they can "recognize" EDCI 660 or its students as developers when the program is completed (after I asked him if it is possible for us to be recognized).
-Sense of civic resopnsibility is something that the learner can learn after interpreting or understanding the meaning of his/her experience with the community. If a student has a negative experience, the teacheer and he have to get some meaningful sense out of it.
Shigetake
Tuesday, September 4, 2007
Brainstorming for My EDCI590 Project
Hi everyone in EDCI 572,
In spite of the above greeting, I have to say that you don't really have to read this unless you are really interested in reading what I observed in today's class.
The purpose of this blog today is to decide what my project for the class will be. I come to your class every time it meets, but I am not officially in EDCI 572. I am in the independent course with Dr. Schaffer and I think attending your classes is part of it. Just like you're instructed to be "self-directed," I think I am, too. So, I think I will use blogs to brainstorm what I want to do by myself. All I know about my project is that this is titled "Service-Learning Design." I will look at the design issues of Art Smart (or ArtSmart in one word) for my course. I am trying to decide a methodology to attain the goal. Here are a few ideas:
(1) Case Study
(2) Ethnographical Study
I am leaning toward (1) because this type of study can emcompass a lot of areas. But since service-learning involves the community, it could be interesting to use (2), which looks at people's behavior within a culture or social group.
Either way, what I have to do is to document whatever I observe. So, I start writing down what I observed today's meeting:
Place: BRG 3288
Date: Sept. 4th, 2007
Time: 6-9 P.M.
Participants: Dr. Schaffer, all classmates, nd stakeholders: Leslie, Kathy, Susan, and Angie (If I make any mistake here, I am sorry. I was not really planning in the class that I was going to make the current writing available to you.)
Main agenda of the class session: Meeting with Stakeholders/Clients
Purpose of the sessoin: To understand what they want us to create by the end of the semester
I describe what the clients' roles or what they have been doing for this project:
Kathy: has been making lesson plans to teach Indiana art and history with ArtSmart materials.
Susan: authored the original ArtSmart book.
Angie: from The Children's Museum of Indianapolis, which is a partner of the Art Museum of Greater Lafayette for this ArtSmart project.
Leslie: (I am sorry I could not write down what I heard. If someone can help me with this part, please help.)
I will summarize the discussions today:
(1) This ArtSmart project is an educational outreach program.
(2) Several things that have been decided by clients' side:
-CD-Rom will not be used. The program will be web-based to meet teachers' needs/preference.
-Indiana 4th grade teachers (and students and possibly other adults) are the target "audience."
-We cannot manipulate art images.
(3) Subjects are interdisciplinary; art, history, language arts, geography, math (, photography).
Problems discussed or identified:
(1) Updating old slide format by digitization.
(2) Meeting teachers' needs: Indiana Standards (We also have to consider teachers are busy.)
(3) Fun and educational program for unmotivated students
Other ideas discussed:
(1) Customization/extensibility of module/lesson plans as a teacher's tool: Clients want to have teachers ability/freedom to be creative (through choosing art images on their own) instead of just providing a complete package of rigid lesson plans.
(2) We can come up with a lot of useful things for this program; but the core functionalities have to be determined. One of them would be to allow teachers "search" for what they want.
(3) Architecture of database
(4) This is going to be on-going project to which things can be added. "Feature of the month" could be a good idea, for instance.
(5) Assessment issues.
(6) Link to the artists' websites.
(7) Will this be "awareness" type of learning, or "analysis," "problem-solving"? (Dr. Schaffer's question) -->Probably it will be "inquiry-based" (per Leslie).
(8) Teacher is the primary audience.
(9) Two different ideas mentioned regarding the types of learning:
-Informal: open-learning, independent learning, at home (when doing homework)
-Formal: directed, in group with partners and teacher-dependent, in the lab.
(10) Appreciation of Art is another core idea of this program.
(11) Authentification (with password)
(12) Web quest (Leslie's idea)
(In the above list, I did not really list ideas from the students although there were some innovative ideas.)
After the clients left, we discussed:
(1) Database
(2) Analysis of the target audience/user of the program ("Learner Analysis" by Smith & Ragan).
Focus group: We will have a chance to hear what teachers want to say maybe next week.
Survey: Should we conduct a survery? (Time and labor?)
(3) EDCI 572 agenda for the next week was discussed.
Pursuing my own interest of design issue, I discuss Wiki next:
(1) Wiki is a communication tool that allows many-to-many (compared to blog's one-to-many) web-based discussions. Wiki (like job aids) have been introduced to the class. I have never used this before; so I will learn a lot about it. This wiki will be migrated to Media Wiki later.
(2) After the clients left, we also discussed how to use Blackboard and Wiki. I hardly came up with ideas then, but now I think I appreciate this Blackboard. Wiki is available to all the clients. I cannot really show my poor ability to listen and write down English. Can someone help me and give me what Leslie's title and role?
(3) I think Wiki is a type of social networking. It will hep communications between the project manager (Dr. Schaffer), instructional designers (students), and clients/stakeholders.
Shigetake
In spite of the above greeting, I have to say that you don't really have to read this unless you are really interested in reading what I observed in today's class.
The purpose of this blog today is to decide what my project for the class will be. I come to your class every time it meets, but I am not officially in EDCI 572. I am in the independent course with Dr. Schaffer and I think attending your classes is part of it. Just like you're instructed to be "self-directed," I think I am, too. So, I think I will use blogs to brainstorm what I want to do by myself. All I know about my project is that this is titled "Service-Learning Design." I will look at the design issues of Art Smart (or ArtSmart in one word) for my course. I am trying to decide a methodology to attain the goal. Here are a few ideas:
(1) Case Study
(2) Ethnographical Study
I am leaning toward (1) because this type of study can emcompass a lot of areas. But since service-learning involves the community, it could be interesting to use (2), which looks at people's behavior within a culture or social group.
Either way, what I have to do is to document whatever I observe. So, I start writing down what I observed today's meeting:
Place: BRG 3288
Date: Sept. 4th, 2007
Time: 6-9 P.M.
Participants: Dr. Schaffer, all classmates, nd stakeholders: Leslie, Kathy, Susan, and Angie (If I make any mistake here, I am sorry. I was not really planning in the class that I was going to make the current writing available to you.)
Main agenda of the class session: Meeting with Stakeholders/Clients
Purpose of the sessoin: To understand what they want us to create by the end of the semester
I describe what the clients' roles or what they have been doing for this project:
Kathy: has been making lesson plans to teach Indiana art and history with ArtSmart materials.
Susan: authored the original ArtSmart book.
Angie: from The Children's Museum of Indianapolis, which is a partner of the Art Museum of Greater Lafayette for this ArtSmart project.
Leslie: (I am sorry I could not write down what I heard. If someone can help me with this part, please help.)
I will summarize the discussions today:
(1) This ArtSmart project is an educational outreach program.
(2) Several things that have been decided by clients' side:
-CD-Rom will not be used. The program will be web-based to meet teachers' needs/preference.
-Indiana 4th grade teachers (and students and possibly other adults) are the target "audience."
-We cannot manipulate art images.
(3) Subjects are interdisciplinary; art, history, language arts, geography, math (, photography).
Problems discussed or identified:
(1) Updating old slide format by digitization.
(2) Meeting teachers' needs: Indiana Standards (We also have to consider teachers are busy.)
(3) Fun and educational program for unmotivated students
Other ideas discussed:
(1) Customization/extensibility of module/lesson plans as a teacher's tool: Clients want to have teachers ability/freedom to be creative (through choosing art images on their own) instead of just providing a complete package of rigid lesson plans.
(2) We can come up with a lot of useful things for this program; but the core functionalities have to be determined. One of them would be to allow teachers "search" for what they want.
(3) Architecture of database
(4) This is going to be on-going project to which things can be added. "Feature of the month" could be a good idea, for instance.
(5) Assessment issues.
(6) Link to the artists' websites.
(7) Will this be "awareness" type of learning, or "analysis," "problem-solving"? (Dr. Schaffer's question) -->Probably it will be "inquiry-based" (per Leslie).
(8) Teacher is the primary audience.
(9) Two different ideas mentioned regarding the types of learning:
-Informal: open-learning, independent learning, at home (when doing homework)
-Formal: directed, in group with partners and teacher-dependent, in the lab.
(10) Appreciation of Art is another core idea of this program.
(11) Authentification (with password)
(12) Web quest (Leslie's idea)
(In the above list, I did not really list ideas from the students although there were some innovative ideas.)
After the clients left, we discussed:
(1) Database
(2) Analysis of the target audience/user of the program ("Learner Analysis" by Smith & Ragan).
Focus group: We will have a chance to hear what teachers want to say maybe next week.
Survey: Should we conduct a survery? (Time and labor?)
(3) EDCI 572 agenda for the next week was discussed.
Pursuing my own interest of design issue, I discuss Wiki next:
(1) Wiki is a communication tool that allows many-to-many (compared to blog's one-to-many) web-based discussions. Wiki (like job aids) have been introduced to the class. I have never used this before; so I will learn a lot about it. This wiki will be migrated to Media Wiki later.
(2) After the clients left, we also discussed how to use Blackboard and Wiki. I hardly came up with ideas then, but now I think I appreciate this Blackboard. Wiki is available to all the clients. I cannot really show my poor ability to listen and write down English. Can someone help me and give me what Leslie's title and role?
(3) I think Wiki is a type of social networking. It will hep communications between the project manager (Dr. Schaffer), instructional designers (students), and clients/stakeholders.
Shigetake
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