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DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
The learning design worked well to connect students and break
down isolation.
The discussion between students assisted them to reflect
on their approaches to art and music tasks and their understanding
of the resource materials. Students have found the learning
design user-friendly and the personal support and encouragement
they have received to be very good. The choices of art/music
tasks also appear to have stimulated their interest and enthusiasm
for the subject.
The learning design could be developed further to provide
more in- depth analysis of the reading materials and applied
tasks. This could be achieved if the online learning is structured
better, further links are established (e.g. hyperlinks) and
more scaffolding of learning is provided by the instructors.
The unfortunate reality is there is no real time for the
designer to spend with on-going training and development of
the learning design because high teaching loads and other
commitments make this difficult. 'Hands on' technical support
has also been minimal in the past.
UNEXPECTED LEARNING OUTCOMES
Some of the most unexpected learning outcomes have been the
links that have been established to the wider arts and education
fields.
Some students have been involved in community arts-based
research in the course of doing the visual arts assignment.
This active engagement has lead to a few students being asked
by art museums and schools to lead and assist with future
arts projects. Other outcomes have been, for example, that
a student has had her artwork published in a community magazine
and another had her written research paper included in a professional
artist's web site.
HOW LEARNER ENGAGEMENT IS SUPPORTED
The learning design supports learner engagement because:
- Learners' expectations are identified and built upon in
terms of offering them an introduction to music and visual
arts skills and knowledge as well giving them a quick 'snapshot'
of classroom arts teaching practices.
- Learners’ prior experiences are taken into account
because it is assumed that they have very little formal
training in the arts and no prior teacher education training.
- Learners experience key concepts in multiple ways. For
example, through analysis of other artists' work and through
reading the selected texts they begin to recognise the artistic
concepts (e.g. symbols and techniques, style and form) artists'
use in their making of their art and the effect this has
on viewers. These concepts are then applied to the creation
of their own artworks as it is expected that they will be
able to clarify the purpose of their works and the choices
they have made in the artistic process.
- Learners have some opportunities for peer interaction
and feedback through online discussions and in the brief
period of the face to face teaching.
- The assessment tasks support engagement because they
demand personal involvement and reflection as well as requiring
learners to synthesise practical and theoretical knowledge.
- Learners are encouraged to reflect on their own learning
experience. For example, they are asked to reflect upon
what they understand (through personal experience) about
what it means to be a learner in the arts. This is considered
in relation to children's experiences of learning in the
arts so that they may gain an awareness of the qualities
and sensitivities that they need to develop as future teachers
of the arts.
- Learners are given a sense of control because there is
some flexibility for them to interpret and conduct their
own investigations as well as selecting the particular subject
matter that will form the basis of these investigations.
ACKNOWLEDGMENT OF LEARNING CONTEXT
Do the activities link both specifically to the field
of study/professional practice and consider the broader context
(such as social, political, economic, and environmental) circumstances?
The activities are linked to the field of study and professional
practice in that students are encouraged to identify critical
issues in the field of arts education and reflect on a range
of solutions to the challenges of arts teaching in schools.
There is however little attempt to incorporate the broader
context of social, political, economic and environmental circumstances.
Does the learning design assist students to see how their
learning can be used in other situations than the ones given?
Students should be able to recognise and use various
forms of graphic and musical communication that can be used
in other life and learning situations. They should also be
able to use the kinds of information literacy skills and knowledge
that are introduced in this course in their on-going training.
Their foundational pedagogical knowledge should also be able
to be applied to future teaching career situations. Furthermore,
this knowledge helps students who become (or already are)
parents understand their own children from a developmental
perspective.
Are there cultural assumptions built into the learning
design?
Students are expected to demonstrate an awareness of
the global context of the arts disciplines and be able to
function in a multicultural or global context. However, it
is also anticipated that students will be able to begin to
recognise different cultural and historical nuances in Australian
works of art as well as study school education and teacher
training in an Australian context
HOW THE LEARNING DESIGN CHALLENGES LEARNERS
Are students given the opportunity to question their knowledge
and experience thus becoming self-critical of the limits of
their knowledge base and their assumptions?
There are some opportunities for reflection on knowledge
and assumptions although as a foundational course there is
an assumption that all students are aware that the knowledge
base covered in the design is very limited, particularly in
terms of teaching methodology and practice.
Does the learning setting assist students to go beyond
the resources provided for them?
Yes, information on new texts and resources is constantly
communicated to others.
Are students able to make decisions about planning,
directing and assessing their own learning?
Some decisions are made as to planning the content and
format of the learning tasks. Students are, however, directed
towards doing particular tasks and they are not required to
assess their own learning. This learning design is more instructor-directed
largely because students are just beginning their studies
and the instructor's perception is that more guidance is warranted.
OPPORTUNITIES FOR PRACTICE
Are students encouraged to articulate and demonstrate
to themselves and to others what they are learning?
Yes, but only minimally.
Is sufficient practice provided to enable expertise to
be realised?
Yes, but more practice would be advisable.
Does the learning design help students to apply criteria
that indicates they are learning appropriately?
Yes, but criteria could be made more explicit to them
at the start of the learning design.
Is appropriate feedback available at key points in the
learning process?
Yes, there is appropriate feedback in both a written form
and through online forums, however, more timely feedback by
instructors would improve this.
Is there a clear alignment between the activities conducted
and how the students are assessed?
Yes, there is a good alignment between activities and assessment.
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