Art Education; Sep2016, Vol. 69 Issue 5, p7-13, 7p
ART education -- Social aspects, ART education, ART teaching methodology, ART & society, RAPID prototyping, THREE-dimensional printing, and COMPUTER network resources
In this article, the author reflects upon his work creating and teaching an art education lesson plan that focused upon socially engaged design, assistive technologies and digital fabrications. Particular focus is given to how the lesson plan developed asked students to partake in digital fabrication and the creation of prosthetics. Additional topics discussed include socially engaged art practice, three-dimensional printing and various organizations focused upon digital fabrication including Thinking Robot Studios and Limbitless Solutions.
EXPERIENTIAL learning, VISUAL literacy, VISUAL learning, COGNITION, REASONING, INTELLECT, EDUCATIONAL technology, DESIGN, and RESEARCH
This developmental research provides a visual articulation of the processes involved in implementing an Analysis, Synthesis, Evaluation, and Change (ASEC) (Reigeluth & Nelson, 1997) instructional interface design procedure. Three cycles of ASEC development were documented and illustrated over 15 months involving 2 interface developers, 26 instructional designers, and 17 learners during design of a template interface. Prompting and supporting novice designers while prototyping content for active learning environments was the purpose of the template. A description and visual depiction of the relationship between ASEC components, usability metrics, and message design principles conclude the study. The revised representation of the ASEC procedure conveys a learner- centered focus with usability and message design considerations at the center of the design process. [ABSTRACT FROM AUTHOR]
TEACHERS, INTERACTIVE multimedia, ONLINE education, INSTRUCTIONAL systems design, EDUCATIONAL technology, CURRICULA (Courses of study), VISUAL literacy, VISUAL learning, TEACHING aids, and SPATIAL ability
This paper describes the design and development of an interactive case, Teacher's Dilemma. The underlying process and design principles used in developing the Web-based cases are discussed, as well as the characteristics of the case. Users of the case were able to access information that pertained to an incident of a difficult student, analyze the situation, and provide feedback to the teacher. The team integrated two design methods to achieve our goals: (1) storyboarding and (2) rapid prototyping. Overall, the pre-service teachers asked to analyze the situation performed well and were appreciative of the opportunity to use the Web in this manner. [ABSTRACT FROM AUTHOR]