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Challenging Traditional Conceptions of Introductory Visual Arts Courses

Challenging Traditional Conceptions of Introductory Visual Arts Courses. Robert D. Quinn, Ph.D. School of Art and Design East Carolina University quinnr@ecu.edu. E-Learning. Online Distance Learning “E” Stands for Electronic Interactive computer technologies for: Communication

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Challenging Traditional Conceptions of Introductory Visual Arts Courses

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  1. Challenging Traditional Conceptions of Introductory Visual Arts Courses Robert D. Quinn, Ph.D. School of Art and Design East Carolina University quinnr@ecu.edu

  2. E-Learning • Online Distance Learning • “E” Stands for Electronic • Interactive computer technologies for: • Communication • Collaboration • Supplement • Experience • Current viewpoints: • Enhances current practice • Revolutionary

  3. What difference does e-learning make? • Quasi-experimental results: • Significant difference (pro- or anti-) • No significant difference phenomenon

  4. What kinds of courses might be addressed? • Introductory Visual Arts – non-majors: • Art Appreciation (East Carolina Univ.) • Cultural Diversity in American Art (Univ. of GA) • Introduction to the Visual Arts (Holy Cross) • Art and Music Since 1945 (Ohio State Univ.) • Art in Life (Georgia Southern Univ.) • Introductory Foundation – majors: • Strategies of Artmaking (Univ. of Denver) • Visual Communications (Univ. of Idaho) • Introduction to the Arts (VCU)

  5. Research Questions • What do educational events look like online? • Classroom lectures • Small group work • Student discourse • Art making, and • Teacher-student discourse • What is the impact of the use of e-learning upon my own art appreciation teaching practice?

  6. Research Methods • Educational Criticism (Eisner, 1991) • Describe • Interpret • Evaluate • Thematize • Teacher-Research (Cole & Knowles, 2000)

  7. Data Sources • Hybrid Art Appreciation Course • 16 (of 83) students entirely online • Six class lectures conducted synchronously

  8. Data Sources WebCT Course Management Software

  9. Data Sources Horizon Wimba Webconferencing Software

  10. Data Sources Video Journaling

  11. Community of Inquiry

  12. Information Processing Functions

  13. Practitioner Interaction

  14. Electronic Pedagogy

  15. Map of E-Learning

  16. Thematic Conclusions Contingency Environment Outcomes Liquidity Disposition Multitasking

  17. Educational Importance Pre-assessment Collaboration Weave Pedagogies Scaffolding Maintenance Professional Development Specific Modifiers

  18. Questions? Robert D. Quinn, Ph.D. Assistant Professor, Art Education Director, Distance Education School of Art and Design Jenkins Fine Arts Center East Carolina University Greenville, NC 27858 (252)328-5182 quinnr@ecu.edu http://www.robbiequinn.com iChat(AIM): rqartman

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