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I'd recommend breaking down the activity into separate pedagogical templates for the subcomponents, i.e write about it, extend it and share it rather than keep each sub-element within the same pedagogical template. More flexible - -especially when trying to convert materials for different formats  ;-).

Also, it may be worth creating dedicated pedagogical templates for each of three types of activities -- especially if these types of activities will be used throughout the course.

   Mackiwg (Talk | contribs)
19:52, 29 May 2012
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   Wayne that makes sense. I'm still playing with ideas for activities, assignments, assessments etc. so for now I'm using the Activity templates as a holding tank for ideas. Once everything's up I want to see what the whole course looks like, how the elements balance out in terms of workload distribution, and ensuring appropriate pacing and timing for these various elements. Also, I'm thinking of an explicit three-way strategy: i.e. ways in which the learner can approach the course that will determine repeating pedagical elements:

   1. Go in and do whatever you want. Enjoy the course and take what you can from it.

   2. Take it for credit. There are two elements to this:

   a. Build a portfolio. Part of this consists of formal assignments deposited in the "journal" (probably a blog) at strategic places throughout the course. The other part is reflective writing in the journal (after all this is about "appreciation" of art). It's critical that both these elements tie back to the original learning objectives so that any prior learning assessment based on the learning objectives will find a solid representation in the work done by the student.

   b. Prepare for an exam delivered by the institution for which credit is being sought. The prep for this will be a combination of the assignment work, and self-marking quizzes throughout the course. Feedback on the assignment work is optional based on the availability of AVI instructors.

   3. Extend it. For learners in either categories 1 or 2, why stop at the borders of the course? This element would encourage them to become more engaged with activities such as exploring their own artistic interests further, meeting artists, build their own online gallery, write a catalog...whatever.

   Finally, I would like to ensure that there are optional opportunities to work with other learners, but there should be option for working alone as well for personal preference or logistical reasons.

   All this without making things too confusing!  I'd really appreciate feedback on these ideas as they've been brewing for a while.

       Idevries (Talk | contribs)
23:05, 29 May 2012
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