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Return to:ETAP 623 Fall 2017 Section 7619

Link to:Including All for Art:The Blended Classroom

Course Proposal

Course Title: Including All for Art: The Blended Classroom

This course will provide a summary about blended education and offer evidence supporting a blended art classroom, as well as, information to setup an art course online. Having a course setup online allows for educators to use it as extra support. It helps support a community of learning by utilizing discussion boards to interact and it creates self-sufficient students because they can refer back to the course when it's needed. Having courses setup online allows for more one-on-one instruction during class time. Exceptional students and students who may have language barriers would benefit tremendously as they'll be able to stop and replay videos and refer back to information that may have been missed in class.

Needs Assessment

Part I: Instructional Problem

Students need a way to revisit instructional concepts and re-watch tutorials without depending on their teacher. Across the United States, common core state standards education has minimized a focus on the arts which could potentially be impacting student achievement overall (Tyler and Likova, 2012). Art educators have a unique set of challenges because they need to design their courses in a way where they meet the state art standards, are learner-centered, engaging, ignite critical thinking, have assessments and also, are adaptable to include the needs of all the students. For most high school educators, they will have all four grades, 9th thru 12th, for any given class. Students will vary in their learning styles and needs. Unless the school has changed to block scheduling, class time runs between 40-45 minutes and art teachers need to subtract 10-15 minutes for setup and clean up. This allows 30 minutes of solid instruction. Classroom management, behavior issues, and answering multiple questions for those students who need to hear the instructions repeated several times, all reduce instructional time, leaving very little time for one-on-one work, which is crucial in any hands-on classroom. With all of this in mind, time is strongly valued. Creating blended classrooms where the courses are also online, allows students to be more independent, share in the learning process through discussion boards, and help exceptional students read and watch at his or her own pace.

Part II: Gathering Data

In order to assess the need for creating a course for art educators to learn about blended online learning, its benefits, and how to setup online classes in the future, I developed a survey to assess educators' knowledge and opinions. I sampled a population of 42 individuals who are in education in some capacity, 9 of which have a strong passion for art education but are not currently in the field. I sampled individuals from K-12, higher education, and other professional environments. Over the course of two weeks, 100% of the 42 individuals responded to the survey.

Part III: Data Results The survey was completed by participants from all over the United States. The intent of the collected data was to demonstrate the benefits of having classes setup online, show how there is a real interest for teachers to get their classes online, understand the concerns that teachers have about creating their coursework online, and gather information on prior knowledge for both Google Classroom and Moodle.

LINK to: Data Results

Part IV: Targeted Learner & Stakeholders

Art Educators are the targeted learners and the stakeholders would be the students, parents, and administration.

Part V: Intended Change

Creating all art courses online in order to offer support for the teachers and students to be able to use and review at any needed time.

Topic/Purpose

Including All for Art:The Blended Classroom

· Help secondary art teachers understand what a blended online classroom is.

· Help secondary art teachers learn the benefits of online learning with our 21st Century students.

· Learn about and how to use a LMS (Learning Management System).

· Design and share a blended online art course.

Learning Outcomes

Upon completion of this course, participants will:


OUTCOMES	BLOOM'S DOMAIN
Define online and blended education	Cognitive: Remembering & Understanding
Define a LMS and Determine which one works best for their needs	Cognitive: Understanding, Analyzing, & Evaluating
Search for pedagogical training for selected LMS	Cognitive: Understanding
Design Course with the new learning management system	Cognitive: Creating & Applying Affective: Organization
Share Course	Cognitive: Applying

Task Analysis: Curriculum Map

Curriculum map:

Organize & Sequence Content

Unit 1:

Target Objectives: The Blended Classroom:

What is distance education (DE)?
What is a blended online classroom?
How can today's students benefit from learning?

Activities:

Read course contents.
- Syllabus & Schedule
Introduce yourself.
Read about Distance Education.
Complete Worksheet.
Discuss with group about DE.
Review the sample blended art classroom website.
- Watch the different tutorials from the art classroom website.
Write a review for the art classroom course and discuss with peers.
Study/Review Owl, Purdue Online Writing-APA Formatting
Journal Entry #1

Unit 2:

Target objectives: LMS/CMS or Google

What is a LMS and CMS?
How to use Google Classroom.
How to use Moodle.
Decide on which system is best for my courses.

Activities:

Read about LMS & CMS.
Read about Google Classroom.
Look up 2 articles that discuss different LMS/CMS and Google Classroom, their pros and cons.
Discuss with group about the material read and articles selected.
Watch/Review selected Google Classroom videos.
Watch/Review Dr. Vickers' Moodle videos.
Choose either Google Classroom or Moodle then discuss why you chose that system with your group.
Journal entry.

Unit 3:

Target objectives: Utilizing the LMS/CMS or Google Classroom System

Design & Share a Blended Online Mini Art Course with 3 lessons.

Activities

Review course checklist & rubric.
Share with your group your course ideas. Reply to at least 2 other people's ideas.
Read articles and find one supporting article.
- Discuss with group the articles read and the one found.
Design a mini blended online art course with 3 lessons.
Review 2 other courses.
Journal Entry #3

References and Resources

Anderson, T. (2008). The Theory and Practice of Online Learning. Edmonton, AB: AU Press. Retrieved from http://ufdcimages.uflib.ufl.edu/AA/00/01/17/00/00001/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

Bell, K. (2015). The teachers guide to Google Classroom. Shake It Up. Retrieved from https://s3.amazonaws.com/scschoolfiles/546/teachers_guide_to_google_classroom.pdf

Bunte, M.P. (2017, April 25). Google Classroom vs. Moodle: Key features and services comparison. Better Buys. Retrieved from https://www.betterbuys.com/lms/google-classroom-vs-moodle/

Clark, H., & Avrith, T. (2017). The Google Infused Classroom. Google, Inc. Irvine, CA: EdTechTeam Press.

Garrison, R. (2017). E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice. New York and London: Routledge Taylor & Francis Group.

Google Classroom, (2017). Google Help. Retrieved from https://support.google.com/edu/classroom/?hl=en&authuser=0#topic=6020278

Horn, M. & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. San Francisco, CA: Jossey-Bass.

Keeler, A. (2015). Google Classroom: LMS or not? Teacher Tech. Retrieved from http://www.alicekeeler.com/2015/05/09/google-classroom-lms-or-not/

Keeler, A. (2017). Google Classroom. Teacher Tech. Retrieved from http://www.alicekeeler.com/google-classroom/

Moodle Demo (2017). Moodle Demo. Retrieved from https://moodle.org/demo/

Tech Nerd Services (2015, September 27). Tutorial: A guide to Google Classroom. Retrieved from https://www.youtube.com/watch?v=uMedTWDR2tc

Tech Nerd Services (2017, January 6). Tutorial: An updated guide to Google Classroom. Retrieved from https://www.youtube.com/watch?v=LpGlU11j39w

Vickers, J. (2015, March 15). Moodle Tutorials. [YouTube] Retrieved from https://www.youtube.com/watch?v=oreb0UFg4tA&list=PLMbdTfuRpeuAg52Pwu4PEdSSlGgESuQ-f

[[ http://tccl.rit.albany.edu/knilt/index.php/ETAP_623_Fall_2017_Section_7619%7CETAP 623 Fall 2017]]