Digital Doodling

The focus of my Edtech 700 project is a wiki for my digital photography class.

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ANALYSIS
Learning problem: A web based learning environment for teacher and students to collaborate on organizing resources and sharing information.

Goals and Objectives: From California Visual Arts Standards for nine-twelve grade proficient students.
Standard  1: Artistic Perception Processing, analyzing, and responding to sensory information through the language and skills unique to a given art.
• 1.3 Research and analyze the work of an artist and write about the artist’s distinctive style and its contribution to the meaning of the work.
Standard 3: Historical/Cultural Context Understanding historical contributions and cultural dimensions of a given art
• 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
Standard 4: Aesthetic Valuing Responding to, analyzing and making critical assessments about works in a given art form
• 4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
• 4.5 Employ the conventions of art criticism in writing and speaking about works of art.

Audience needs and existing knowledge: The learning environment would be used by high school students, most of who are experienced techies with their own web pages and online portfolios. However about 20% of the students fall into the newbie category, and can be panicked by too many steps or choices.  The descriptors simple to use and visually appealing should apply to the environment.

Learning environment and constraints: A computer with web access is available daily for each pair of digital photography students. District server can be slow and IT occasionally blocks sites without warning.

Delivery options and time limitations: Collaborative wiki, blog and/or podcasts to be used this year.

DESIGN

The design of this learning environment should create a more student-centered class, replacing some normally teacher produced handouts and worksheet with student’s collaboratively written online pages. However, it is important for the instructor to maintain control of information that is available to the public.

Blogs work well for instructor control, but limit students ability to contribute.

Wiki pages are created for collaborative work. Pages will be initiated and edited by either the teacher or the students. Limiting editing ability to only class members is absolutely, necessary. So students cannot edit them, some pages may need to be locked.

Most students will produce higher quality work because it can be viewed by the public. However, limiting and identifying contributors is important since some students may lack the maturity to limit contributions to school appropriate entries.

Maintaining and editing the pages will be the responsibility of class wiki gnomes rather than the teacher.

All students will collaborate and contribute to these pages:

• An electronic word wall with spelling and definitions of subject specific vocabulary especially the elements and principles of art, parts of cameras and techniques used in the darkroom and on the computer.
• FAQ page allows students to pose questions about the class and photography for other students to answer. Students can also post questions and answers on assignments either on the FAQ page or Discussion Forum page.
• Discussion Forum that allows students to share information not covered by the course, knowledge they develop independently because of their interests in camera equipment and photography tricks and tips.
• Study guides will provide evidence of understanding concepts from classroom lectures, reading and research on camera structures, digital photo tools, improving composition and editing.

Student teams will collaborate on assigned Famous Photographer pages that replace old silent lecture assignment. Page will include biographical and photographic style information, public use photos or links to web sites with photos. An ideal student team will have students from different class periods sharing the responsibility for the page.

DEVELOPMENT
The choice was made to use wetpaint wiki pages because their templates for educational wikis are well developed, and easily edited. Support is available including a wikis in education group. Planned pages were developed. Also from the wetpaint templates wiki pages were made for posting assignment instructions, announcements, and a student spotlight. The wiki site is http://bvhsdigphoto.wetpaint.com/

The assignment page template included whole class assignments and a table for individual student assignments and due dates. The table was going to be deleted, but instead it will be used for group work, presentation due dates, and for students who travel during the semester and have independent study agreements.

The student spotlight template was altered allowing students to nominate a classmate’s photo assignment for special recognition. A copy of the photo and why students chose it will be displayed on the page.

The page created with the announcement template will probably be deleted. Announcements are displayed on the class moodle and don’t need to be duplicated.

The wiki was easy to develop and another was created for my digital art class.

IMPLEMENTATION
BVHS Digital Photography wiki will be used for the 2008-2009 school year. Possible additions to the pages include links to online resources and student portfolio pages.

EVALUATION

The learning environment will be evaluated and revised throughout the school year. Students complete a teacher-generated survey at the end of each semester evaluating the class, projects and classroom activities. This the survey will include questions evaluating the usefulness and ease of use of the wiki pages. Expected outcomes that will be specifically evaluated include:

• Increase the quality of student work and learning.
• Change the organization of the class itself, moving even further into a student centered class culture
• Improve reading/writing  of visual art students
  Studies show organizational/classification/comparison activities in the art classroom will improve scores on standardized testing