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Dialogues not Monologues: Technology in Education

A proposal for SXSWedu

Julie Gilberg

on 12 February 2014

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Transcript of Dialogues not Monologues: Technology in Education

Online instruction is becoming increasingly popular in undergraduate education.
Distance Learning on the Rise.
Dialogues not Monologues: Technology in Education
How can we reach our students? Create dialog? Share ideas? Discussion is where understanding is created, but first the concepts need to be understood.
Major universities have been creating MOOC style classrooms.
How do we make distance learning a dialogue and not a monologue?
Julie Gilberg, Assistant Professor, AIOPD, Foundations
Julie Gilberg is a print and installation artist, who has shown her work both nationally and internationally. She was educated at Washington University in St. Louis, as well as The School of the Art Institute of Chicago. She has been teaching art classes online for Art Institute of Pittsburgh since 2005 and at various universities in Chicago since 2002.

She is an Assistant Professor and Senior Full time faculty member in the Foundations Department. As a member of the Foundations department, she gives regular presentations on issues of technology in the classroom, plagiarism issues, and gamification. S She will also be speaking on using technology to gamify the online classroom as part of College Art Association's 2014 conference.

While many studies have considered online education from the perspective of student satisfaction, relatively little attention has been paid to the tools and methods by which distance learning can be made more rigorous and engaging.
How do we engage students?
Distance learning has traditionally been frowned on in academia, with scholars such as Som Naidu and Andrew Hacker arguing that distance learning lacks rigor.
Lacks Rigor?
• Contact with professor through video lectures.
Many schools are experimenting with different styles of online education.
Off the shelf technology, like Snagit, Voicethread and join.me can allow for two-way exchanges between the student and the instructor.
This same technology can be used to help a traditional classroom become a flipped classroom.
A diverse body of students requires diverse methods of interaction.
Tools for Learning
The Approach
Teaching art and design courses online requires a visual transaction of ideas.
A recent national study by the Department of Education found that “two-thirds (66%) of 2-year and 4-year Title IV degree-granting postsecondary institutions reported offering online, hybrid/blended online, or other distance education courses.”
Diversity = Flexibility
Online Education
Studies indicate that most students are visual learners. These methods of teaching easily and successfully translate to other degrees and departments
• Feedback through autograded tests and peer assessments on essays.
• Dialogue between students on message boards.
• Class size is uncapped: 63,000 students enrolled in the first session of Kevin Werbach's Gamification class.
• Individual feedback from the online professor.
but there are benefits to a different approach....
• Personalized video critiques for each project.
• Use of Bloom's Taxonomy to promote learning.
• Individual meetings and screensharing with students.
Use the educational tool best suited to the need. Students, whether struggling or excelling, young or old, novice or experienced, deserve informed interaction.
Discussion is a staple.
"7 in 10 public and for profit colleges (as opposed to merely freestanding courses) are now offering full academic programs online."
"Nearly half of private nonprofit colleges are offering fully online programs, about double the number that were doing so in 2002."
J. Diane Martonis, Assistant Professor, AIOPD, Foundations
Diane Martonis is Senior Full-Time faculty at the Art Institute of Pittsburgh - Online Division. She has worked at AiP-OD for over 7 years. For 10 years prior to online teaching, she taught at various ground universities throughout New York and Colorado. Diane has a BFA in painting at State University of New York at Fredonia, and Masters degrees in Sculpture from West Virginia University and State University of New York at Albany. Her mixed-media work has been exhibited nationally.

She has been a key presenter for faculty development workshops at the Art Institute of Pittsburgh – Online Division for over 5 years, where weekly workshops cover the varying methods and technology that can improve the online classroom, student experience, and instructor overhead. In her own classroom, she utilizes video tutorials, screensharing, synchronous Office Hours, and other non-conventional methods of idea-sharing through popular media sites.
Julie Gilberg: JGilberg@aii.edu

J. Diane Martonis:
To continue the dialogue:
Engaging the student through visual feedback ensures a deeper understanding of the concepts and methods.
They love it! Student feedback to using technology is the classroom is overwhelmingly positive.
What does visual feedback look like?
Here is a sample:
Visual feedback allows the students to grow into accomplished artists, despite distance.
Full transcript