Talk:Art Appreciation and Techniques/Project planning

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Thread titleRepliesLast modified
Additional sections for Artistic Media010:53, 2 September 2012
Course Objectives013:22, 12 August 2012
Project planning114:20, 17 July 2012

Additional sections for Artistic Media

I believe there are few more sections which Saylor includes in Unit 5 (Artistic Media) which have not been moved over to the Module 5 "staging" page in WE. Just leaving a note here, as a reminder:


ASnieckus (talk)10:53, 2 September 2012

Course Objectives

Copied from my July 29 email and then Irwin's answer:

Gail: I have a few suggestions about some of the course objectives (which I'm used to calling "learning outcomes" since they are written from the student's point of view) I saw in the blueprint:

After successful completion of this course, you will be able to:

   -Identify and describe the elements and principles of art. (delete identify since it is assumed once you start describing...we usually go with higher order outcome and avoid 2 verbs in one sentence)
  - Explain in writing the role and effect of the visual arts in societies, history, and other world cultures. (delete "in writing" since it is assumed in most courses. Mention exceptions such as "oral presentation" or video.
   -Articulate in writing the themes and issues that artists examine in their work. (replace "articulate in writing" with "explain" or "discuss")
   -Identify the processes and materials involved in art production. (Do they only have to identify processes without having to be able to describe them?)
  - Utilize information to locate, evaluate, effectively use and communicate information about visual art in its various forms. (start at "locate")
  - Participate in diverse learning environments, including collaborative group projects and online forums, to analyze and evaluate different artistic issues and perspectives. (Analyze and evaluate different artistic issues and perspectives....keep generic and don't mention how since various modalities will involve different degrees of collaboration)

I've only included those outcomes that I have wording suggestions for...others seem okay to me. I know these can be revisited when the actual assessments are finalized to ensure outcomes and assessments are in alignment.

Irwin: I agree the LO's need some work and also agree it best to get everything up there and then see how it all lines up. Also that might be a good time to get a SME involved as well. You could always use the discussion pages on the relevant pages if you want to add comments such as this - it leaves a record of our conversations and decisions.

Gmorong (talk)11:28, 1 August 2012

Project planning

There's been a lot more work so far than just moving the content to the wiki. There were two versions (HTML/PDF in Saylor) and a set Word files with the two out of sync and needing work, and that work will still have to carry on for the rest of the course as I move it over. By reconciled I mean changes in HTML that are not in the Word files, as well working around two units that were removed from the original program. All this has slowed the work down, along with copying and pasting content into Open Office, formatting it and cleaning out stray bids of markup. Also there's redoing the learning activities as I go along because the ones they have in Saylor are structured around sending work to an instructor and with complex and detailed marking scheme that won't work for our context. Further, there has been a need to redo images that are all rights reserved as I want the course to be entirely free of anything that has all rights reserved. I don't know how much of this I'll continue to encounter but it may slow the process down somewhat. To some extent it may still be better to continue to put each module fully into a landing page, give it a high level cleanup so we can see what we have, then break it up into pages as we've done for Mods 1-2, and then when all that's done to (a) look at the whole course in its entirety and see how the content flows and in particular see how the activities and assessments balance out at a course-wide level and rejig them as necessary, and (b) arrange for peer review by academic experts in the field. Then it all needs to be linked up to the course manual and delivery tools. I'm adding this information for future reference.

Idevries (talk)16:30, 13 July 2012

Hi Irwin,

Good idea to add this info for reference. I think we should represent this work directly on the planning page, easier to just come upon, rather than looking into the discussion threads.

I'll take a first stab at adding what you've written as tasks on the planning page. Feel free to adjust in whatever ways make sense.

Also, I see you have added content for module 3. Very substantial. If you want to move to going straight to the sub-paged version for future modules, feel free to do so. It's OK with me either way.


ASnieckus (talk)13:46, 17 July 2012