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Design Proposal: NGAkids and Wikispaces Classroom for Learners 1

Design Proposal: NGAkids (National Gallery of the Arts) and Wikispaces Classroom for

Collaborative Learning between Brick-and-Mortar Elementary Students and Remote Elementary

Students

Dana Mehregani

Laurie Petrucci

Martina Seo

The Design of Technology-Supported Learning Environments

ETEC 510

Dr. Diane Janes

February 15, 2015

17 ..10 Interactivities…………………………………………………………………………………….6 Key Concepts and Contexts………………………………………………………………….…..15 References………………………………………………………………………………………....13 Verifications………………………………………………………………………………….......Design Proposal: NGAkids and Wikispaces Classroom for Learners 2 Table of Contents Key Frameworks…………………………………………………………………………………..3 Intentions and Positions………………………………………………………………………….

This project is also intended to be used by teachers of elementary students who have limited access to resources to support their arts curriculum. and feelings. NGAKids Online offers an entertaining and informative introduction to art and to art history. Art. By way of participation in the art wiki. the design principle is aimed at providing remote learners and school students with the opportunity to share their work. 49). The project is also aimed at developing student knowledge of classical and contemporary art through NGAkids Online and at having students demonstrate their knowledge through Wikispaces Classroom. 2. a form of human artistic expression.Design Proposal: NGAkids and Wikispaces Classroom for Learners 3 Key Frameworks 1. and to build a repository of art resources and student-produced artifacts. What is the focus of your design project? The focus is to create an online art resource for remote learners and for elementary students (Grades 4-7) who do not have access to a regular arts classroom. In their discussion of communities of practice and situativity theories. communities of learners. and apply directly to this part of the design’s collaborative space. remote learners and elementary . Appropriate to our project is the idea of community. Barab and Duffy (2000) concluded that the key to creating a community is “linking into society – giving the students a legitimate role in society through community participation and membership” (p. Altogether. remote learners and school students would study art and art history though NGAKids Online and participate in Wikispaces Classroom. inspires human emotions. In short. How are you situating your design activities in the academic literature? The concepts of knowledge communities. and Wikispaces Classroom provides a social writing platform for teachers and for children. specifically knowledge-building communities. thoughts. to collaborate on projects. and knowledge- building communities have origins in constructivist theory.

using NGAKids Online. That is. and (e) have remote learners and elementary students produce online art resources in the form of an art wiki in order to learn about art and art history.. both groups would relate the activities in the modules to their own identities and create the learning environment together.Design Proposal: NGAkids and Wikispaces Classroom for Learners 4 students would share their work. (c) introduce remote learners and elementary students to an online collaborative space. the 21st century learner (BC Ministry of Education).e. In addition. thus producing an inclusive learning-teaching environment. the intent of the design project is to (a) develop a sense of art appreciation for remote learners and elementary students. Piaget and Vygotskian sociocultural based learning) to student learning by way of inclusion and communities of learning. the design proposal would be based on the constructivist approach (i.. What and whose ideas about learning and learning environments are relevant? Based on Piaget. 4. Here. It is hoped that the art wiki community might serve as a model for intercultural interaction and for desired behaviour in larger society (i. and produce an online community that would build collective knowledge. Here. 3. (d) provide remote learners and elementary students an opportunity to study art and art history from an online site designed for children. make connections with the world around them and with each other. What and whose theoretical insights and perspectives frame your thinking about the particular group of learners your project targets? Students who live in remote areas or who are homeschooled might not be familiar with the rules and the norms of a traditional school environment. remote learners and elementary students would develop the learning community. (b) offer a constructive environment so that remote learners and elementary students can showcase their personalities through their artistic work. these students would be the . Vygotsky. linking into society).e. and Universal Design for Learning (UDL).

Here. and objectives of the activity are far removed from their own…” (pp. Lalueza and her colleagues state that. In our project. A code of language would be published on the art wiki as a reference. 5. “When the members minority ethnic group with little power to attend the school. 18-19). relationships. How are you framing the primary educational activities? The intention of our project is to be an inclusive learning environment. Bria. we will work to design an online environment by letting the remote learners and the elementary students participate collectively in order to organize the resources that they consider to be relevant to the activities in the modules. With the support and the assistance of teacher- facilitators. In their discussion of guidelines to the characteristics of a non-exclusive system of teaching and learning. Crespo. “…what is required is a model that recognizes the existence of a range of socio-historical contexts that provide different sets of meanings… what is required is a model of participation in which the process of teaching and learning would be explicitly negotiated.Design Proposal: NGAkids and Wikispaces Classroom for Learners 5 minority. From their research on virtual learning communities and members from minority groups or individuals who are socially excluded. Sanchez and Luque (2004) state that. they find themselves in a world in which the rules. language. Lalueza. and where the meaning would be constructed as a result of the experience acquired and educational practice” (p. remote learners and elementary students would decide on appropriate language when blogging about artwork and peer artifacts. Here. . they would relate the activities in the modules to their identity and create the learning environment collaboratively and cooperatively. the learning community would be constructed by the remote learners and the elementary students. 21). The remote learners and the elementary students would develop shared meanings as they create wiki pages in order to generate collective knowledge about art.

we would give the control to the instructors on how they would use the resource to educate their students. There are many benefits to having an online elementary art resource for educators. The art wiki would connect remote learners to each other as well as to elementary students from any classroom of any school.Design Proposal: NGAkids and Wikispaces Classroom for Learners 6 6. perhaps throughout Canada. Firstly. rural areas. 2015). They could customize materials that best accommodate their students learning process and outcome with the course materials (Coleman. most of these educators would not otherwise have access to any type of art class resource. 2015). Due to their geographical locations. if feasible. Thirdly. Intentions and Positions 1. . we would provide convenience to educators to access the resources at anytime and anywhere they are in front of a computer and Internet (Coleman. therefore it is essential to create such a resource for educators. How are you framing the use of educational media? In our design. and. class or conference. the educators could access the resources at their leisure. Secondly. we plan to give remote learners and elementary students a number of activities through a series of modules that would facilitate participation in the art wiki community. 2015). What do you intend to accomplish by means of this design? Our main objective is to provide an online elementary art resource for teachers and homeschooling parents who live in remote. we would offer an interactive online community with an online instructor guiding the teacher or homeschooling parent through the materials and global peers who they can communicate with what worked for them and what did not with their students (Coleman. Having the choice to access the resource when they are the most productive instead of having to drive to a workshop. The art wiki community would be comprised of remote learners and elementary students throughout British Columbia and the Yukon Territory.

“Universal design for learning (UDL) is a framework that guides the development of curricula and instructional practice based upon the needs of students (CAST 2013. It is said children “draw. by having an online resource. we would deliver a cheaper rate than attending classes. Through having an online resource at a discounted rate. 2013). indispensable to inquiry and expression” (Ministry of Education. Province of British Columbia). students need to have the ability to learn about how to express themselves through visual images and gain knowledge to appreciate the visual arts. When we provide online resource to the rural. Fourthly. The materials will help nurture “purposeful and inventive activities-using a variety of materials. 2002)”. workshops or conferences in major cities that the educators would have to travel and attend to (Poisso. and model in order to interact with their environment and create images that express their understanding of the world” (Ministry of Education. “the visual arts are an essential form of communication. In conclusion. What does scholarship in Education have to say about placing value on this particular cluster of goals? Scholarship in Education places value on our cluster of goals by how we are using Universal Design for Learning and Bloom’s taxonomy.Design Proposal: NGAkids and Wikispaces Classroom for Learners 7 By having an online community that is diverse and international. build. we are able to provide a lesson and unit plans for the needs of the remote. But most importantly. remote educators. rural . Province of British Columbia). 2. therefore creating an online elementary art resource. Province of British Columbia). educators using the resource would have access to various other teachers with different experiences from around the globe. technologies. Rose & Meyer. paint. educators would save a lot of money for their school district in acquiring essential lesson and unit plans. we are helping to develop student image-development and design processes. and processes-to organize elements according to the principles of design” (Ministry of Education.

Design Proposal: NGAkids and Wikispaces Classroom for Learners 8 geographically located parents. and attitudes needed to engage in and appreciate the visual arts throughout their lives. emotional responses. and model in order to interact with their environment and create images that express their understanding of the world. The British Columbia Ministry of Education states “The visual arts are an essential form of communication. respond to. 2008)”. affective domain concerns attitudes. skills. children draw. and to communicate through them. the students are able to learn about art and express themselves in their work. build. providing opportunities for all students to perceive. students become aware of the ideas and emotions expressed in visual images and gain the knowledge. and create images. What might be a counter-argument to placing value on this particular set of outcomes? . beliefs. 3.” Our resource would be fulfilling these requirements and delivering a curricula and instructions to the teacher or parent to educate their students to reach their learning outcomes. paint. Also. Visual arts education builds on these experiences. From an early age. and integrates the cognitive and affective consequences with physical performances” while being guided through the online elementary art resource curricula (Ministry of Education. indispensable to inquiry and expression. students will utilize their “cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities. 2010). teachers and students. Through Bloom’s taxonomy. “UDL involves designing a curriculum in ways that offer students more autonomy and personalisation by scaffolding difficult content or allowing students to express what they have learned in different formats (Meo. and the spectrum of values and value systems and psychomotor domain includes those aspects of learning associated with movement and skill demonstration. With a teacher or parent guiding them through the online art resource. Through these processes.

globalization. but it would be limited to office hours during the week and if the teacher and parent are teaching the class in a different time zone or outside business hours. Due to the fact the resources are online. How do the stated goals of your project fit. 4. paper. Another consideration would be an online instructor to guide the teacher or parent. if the educator does not speak English. An additional problem may be If there is a package of physical art materials to be purchased locally or from the website. clay and etc. a School District position paper. it could be another issue. they may have to wait to get feedback on what to do with the art lesson plan. or not. We would want the resource website to be intuitive. Also. but if the local supply store does not carry the various items. How would accountability and quality of the work be assessed? Because there are not actual classes to attend for the resources. remote located educators and parents .. if the educator or parent do not have a reliable computer or internet connection. it could be very frustrating accessing the resource online. with larger sets of goals (e. The educator would need to acquire paint. it would be dependent on the diligence of the educators to use and facilitate the lesson plans to their students. but there are challenges having it online versus face-to-face guidance.g.. To begin with. The website could be translated to various languages if the initial sample teachers and parents are successful in completing the art classes. educators may miss out on socializing and networking with peers or group studies. if teachers and parents are not very experienced with using a computer and internet. But.Design Proposal: NGAkids and Wikispaces Classroom for Learners 9 There may be various issues and challenges with having an online elementary art class resources. they would have to learn how to assemble and use the materials for their students. and so on…)? Our goals of our project fit well with the larger set of goals such as globalization because it is an online elementary art resource created for rural. they may find it difficult to navigate and understand the website. it could be a challenge to teach the lessons.

What is the knowledge (both conceptual “know that”. Key Concepts and Contexts 1.Design Proposal: NGAkids and Wikispaces Classroom for Learners 10 who want to teach their student an art program. classes and conferences. School districts could purchase the resource at a discounted rate instead of flying out their teachers to workshops. we could then translate the website to various languages to make this an international resource for all teachers and parents who desire to teach their student how to do classical art at the primary level. With the definite need to teach art classes to students for their creative processes to remote. the educator would be able to access the materials anytime they are in front of a working computer and Internet. Meyer & Rose (2012) argue that including . This resource would be excellent for teachers who would not otherwise have access to elementary art class information. and procedural “know how”. Because it is available online. 2009). this online elementary art resource would enhance the cultural aspect of the world. There would be many benefits to go international with this resource once it put into trial phrase. geography and other constraints. that is the focus of your design project? “Learning is a dynamic interaction between an individual and the physical and social affordances and constraints of the learning environment (Rose & Fischer. perfected and then executed at a larger scale. Because our design project is focussed on providing learning opportunities for students who cannot attend a brick-and-mortar classroom for a variety of reasons including health. rural areas. Hall. If the sample group of teachers and parents succeed in using the resources. it is imperative to design a learning platform that affords students with opportunities for dynamic interaction with learning material. There would be an online instructor to guide the teacher and parent through the lesson plans and learning outcomes for their student.

Our design will provide a positive learning environment for students to socially. determined with the help of a learning task performed independently. p.can provide a rich range of unique and complex content. there will be students who will naturally have more confidence in creating and sharing art. and some type of informal mentorship whereby experienced participants pass along knowledge to novices” (page xi).. and making meaning of the world (p. (Vygotsky. A child’s zone of proximal development is the distance between the level of his actual development. 1935. While there are not necessarily expert participants passing along knowledge to novices. 42) . academically and physically engage in art related activities.Design Proposal: NGAkids and Wikispaces Classroom for Learners 11 arts options.166). and thinking habits for valuing. and the level of a child’s potential development. understanding. 2. Jenkins (2009) describes participatory culture as “a culture with relatively low barriers to artistic expression and civic engagement. Our online design format specifically lowers barriers to include students who are unable to attend brick-and-mortar classrooms and provides a site for our geographically isolated students to engage in civic engagement.. processes. determined with the help of learning tasks performed by the child under the guidance of adults and in collaboration with his classmates. and will therefore provide support to the more hesitant “artists”. Students will develop their artistic skills and techniques as well as develop participatory competency in working in online learning spaces. strong support for creating and sharing creations. What academic scholarship is relevant to thinking about this particular knowledge focus? It is necessary for home learners to socially interact with other students and engage in collaborative work.

solve problems. Peer interaction along with teacher instruction is necessary for students to be able to meet learning outcomes. Students will also have direct teacher-based instruction via online access. They will also develop a greater appreciation for art and a broader understanding of local and global art history and culture. . which includes sharing art work and ideas with others. “social interactions provide support that helps children act at higher levels than they are capable of by themselves” (p264). According to the BC Ministry of Education: Students use educational technologies to apply knowledge to new situations.Design Proposal: NGAkids and Wikispaces Classroom for Learners 12 Fischer (2009) also emphasizes the need for collaboration among learners. 3. When students collaborate on projects. they all bring their own levels of expertise to the activity and are able to create something they would not have been able to create alone. Bozhovich (2009) highlights that “Collaboration is not something that is used in isolation but a generalized name for a variety of techniques that help uncover a child’s potential abilities” (p50). and make decisions. In addition. Utilizing emerging technologies to provide expanded learning opportunities is critical to the success of future generations. Our project is designed so that students will share content online and access a peer created online arts repository. Therefore our design will allow students to engage in social peer-based interactions. analyze information. students will be able to see what works best in the context of visual arts and opportunities to improve by actively engaging in hands-on art activities. collaborate. What is the context for your design project? As educators who support 21 Century learning. we need to create learning opportunities for students to enhance learning through the use of technology.

feelings and statements in multiliteracy formats. focuses on modes of representation much broader than language alone” However. students have the capacity to find their voice and express opinions. Piaget posed the following questions. Students need to build up their confidence by engaging in a variety of artistic mediums to discover that anyone can make art in varying forms to express themselves.111). by contrast. “Are we forming children who are only capable of learning of what is already known? Or should we try to develop creative and innovative minds capable of discovery from the preschool age on throughout life?” (Piaget on Piaget). whether it is in the classroom context or at home. Through the use of technology. New London Group (1996) highlight “A pedagogy of multiliteracies. students have expanded learning opportunities for expressing creativity and actively engaging in their learning. “the biggest barrier for students participating in the visual elements lesson was their belief that they were not capable of creating art” (UDL and the Arts Option. p. Explain what you plan to create in terms of dynamic objects for carrying out your designs in a specific context. Arts based activities lend themselves well to meeting these learning goals. What academic scholarship is relevant to thinking about this particular context? We also need to provide opportunities for students to construct their own knowledge and apply both innovative and creative ways to express themselves.Design Proposal: NGAkids and Wikispaces Classroom for Learners 13 4. By making art. . As Glass (2013) describes. students often find creating art challenging because they do not believe that they are “artists”. Therefore students need opportunities to engage in hands-on and experiential learning to discover that anyone can produce art. Inter-activities 1.

NGAKids Online 2) Curriculum Guide: The curriculum guide will include the following sections: a) Purpose and Goals of the design space b) User Guide . opportunities to improve.g.How to use the site/resources/digital objects c) How to involve the parents to support their child’s learning d) Assessment Model . For example.Wikispaces Classroom b) Student portfolio to document learning c) Blog posts to share ideas and experiences with others d) Student participation in hands-on learning including sculpting.. as part a class discussion) and 2) with teacher support. opportunities to explore various ideas to see what works best. opportunities to think about why they made certain choices and what they would do differently next time).g. Our design project will include the following dynamic learning artifacts: 1) Student Activities within the Design for Learning Artifact : a) Website to host learning activities . and video production e) Art technique lessons f) Access links to online art tour and art repository . two of the learning outcomes for art education in Grade two outlines: 1) with teacher support. Students will be able to access Arts curriculum mandated by the Ministry of BC. painting.. demonstrate an understanding of why there are several stages within a creative process (e.Design Proposal: NGAkids and Wikispaces Classroom for Learners 14 Our arts focus for this project will concentrate on using mediums related to Visual Arts. identify each stage of the creative process (e.

allow users to work in a collaborative and cooperative setting. organized. structured. Thus. One benefit of wiki spaces. it is important to consider (a) the developmental age of the children. short-term objectives and medium-term goals would need to be in place in order to guide the potential abilities of these children. When structuring a verification art activity. 2006). and (c) the ways in which these children can demonstrate their success and potential. in general. (b) the art genre that they prefer. Here. be it at . such an art education program would have to be visual. and accommodating. Certainly. to develop and to reflect on their own learning. Solvie and Kloek (2007) also make the connection between technology and the ability for students. is that users can use the tools and the features easily and quickly. As such. children in Grades 4-7 favour structure. yet flexible. How will you know if your design allows participants to accomplish the goals that you have laid out? Parker and Chao (2007) assert that wiki spaces. Another benefit is that users have the online tools to produce and to support knowledge-building connections (Grant. for example. predictable. using wikis would allow remote learners and elementary students to (a) develop and reflect on their learning and (b) assist and support the learning of their peers. consistent. remote learners and elementary students would have the opportunity to interact with their peers outside of their physical space. in general. What kind of verification activity would tell you if your designed educational environment was working in the manner that you originally anticipated? An art education program would need to include an activity that is predictable for remote learners and for elementary students. 2. and develop confidence and competency when they know what to do explicitly and concretely. That is.Design Proposal: NGAkids and Wikispaces Classroom for Learners 15 Verifications 1.

wiki spaces. allows for greater interaction. or elsewhere. collaboration.Design Proposal: NGAkids and Wikispaces Classroom for Learners 16 home. in class. in general. and participation. Altogether. .

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(2007). T. & Fischer. In R. Poisso. Crespo.. Meo.pdf New London Group. K R & Chao J T. Preventing School Failure: Alternative Education for Children and Youth.com/articles-and- advice/majors-and-academics/blog/pros-and-cons-online-college-education/ Rose. Shweder et al. (2010) Visual Arts. 60-92. & Sugden.gov.bced. Issue# 141. VA: Association for Supervision and Curriculum Development. L. Canadian Journal of Educational Administration and Policy. Kindergarten to Grade 7 Curriculum. Harvard Educational Review . (2002). Retrieved from https://www. J. 16-31.ca/publications/cjeap/pdf_files/katz- sugden. S. Ministry of Education. A pedagogy of multiliteracies: Designing social futures.. G. (2008). A. 66(1). Parker. A. Interdisciplinary Journal of Knowledge and Learning Objects. R. Retrieved from http://www. D.. Sanchez. (2009).bc. M. (March 2. CollegeXpress. . 57-72. I. The Three-Block Model of Universal Design for Learning Implementation in a High School.pdf Lalueza. Bria. Interactive Educational Multimedia. 21–30. L. Alexandria. Dynamic systems theory. Education as the creation of microcultures.Design Proposal: NGAkids and Wikispaces Classroom for Learners 18 Katz. Teaching every student in the digital age.. https://www.). W. 9. 52(2). K. (1996). Rose. Curriculum planning for all learners: Applying Universal design for Learning (UDL) to a high school reading comprehension program. (2013). 3. (Eds. & Luque. Province of British Columbia.umanitoba. J.collegexpress. I. & Meyer.. Wiki as a teaching tool. 2013) The Pros and Cons of an Online College Education.ca/irp/pdfs/arts_education/2010visualartsk7. (2004). From the local community to the virtual network.

” In Umstvennoe razvitie detei v protsesse obucheniia. Retrieved from http://www. Special Education Technology B.bc. Chicago: University of Chicago Press.Universal Design for Learning in BC.ca/premier/attachments/PTC_vision%20for_education. 33–52. Using technology tools to engage students with multiple learning styles in a constructivist learning environment. L. (2007). pp. Piaget on piaget. 7-27..pdf Vygotskii [Vygotsky].Design Proposal: NGAkids and Wikispaces Classroom for Learners 19 The child: An encyclopedic companion (pp. 7(2). P. Moscow-Leningrad: Gosuchpedgiz Yale University Media Design Studio (1977).youtube. Smith.gov. Filmed in Switzerland and retrieved online at https://www. (2010). M.C. Opinion Papers. 1935. & Kloek. Gay Lynn P.S. Journal Articles. Solvie. Contemporary Issues in Technology and Teacher Education. “Dinamika umstvennogo razvitiia shkol’nika v sviazi s obucheniem. (2003) Humor in the Art Room (Expect the Unexpected). v131 n2 p61 Mar 2002.com/watch?v=0XwjIruMI94 . 264–265).