Problem Hypothesis

Problem

How to a take a traditional classroom based course (graphic design) and develop a full online version? The classroom based version is very social using peer review, peer critical analysis and lecturer mentoring as core instructional principles. These principles have proven to be very successful and it would be ideal to mirror all (or some) of these in the online version. However, new instructional principles should also be considered to ensure the best approach is taken for the online context.

Hypothesis

Students can be taught graphic design to an industry standard in an online environment using a mix of social learning, humanist and connectivist learning strategies.

Strategy (still a work in progress)

Further research on social cognitive, humanist and connectivism learning theories is needed in order to develop detailed learning activities. However, the overarching strategy will include:

• A strong focus on students working together (peer review/feedback etc.) using discussion forums (or similar) as they work through project based activities. It is important that this peer engagement provides the opportunity for multiple feedback sessions to learners as they work from draft to finalise project.
• Observable examples/exemplars are always present to help students understand learning goals (modelling).
• As students move through the course, learning activities promote the development of  their own Personal Learning Environment of groups, communities, and global networks.

 

Skill Acquisition

• Students move from simple to more complex tasks. Foundation subjects will enable the learner to apply individual concepts/theories to an activity, while later projects will require the application of multiple concepts/theories.
• Learners will have the ability to self-asses against certain skill based tasks to determine their current level and develop a personalized learning experience.

 

Motivation

• Become a role model for student interest.
• Get to know your students
• Use examples freely.
• Use a variety of student-active teaching activities
• Set realistic performance goals
• Place appropriate emphasis on testing and grading.
• Be free with praise and constructive in criticism.
• Give students as much control over their own education as possible.

 

Cognitive Load

• Strong use of both words and graphics to present concepts and theories.
• Ensure and appropriate amount of scaffolding is provided to learners, especially for new/complex theories/concepts.
• Adaption of micro-learning strategies which results in the presentation of content in small segments..

 

Problem Solving

• Learners are encouraged to re-frame the problem –  think outside of the square.

 

After the instruction has taken place, how would you know you were right or wrong? What would tell you had been correct–aside from simply: people learning.

• Student Surveys
• Measuring of student output (projects etc.) against learning goals
• Analysis of LMS data
• Industry review of student portfolios