Teaching with infographics: practising new digital competencies and visual literacies

This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture

Art/CS 108, Introduction to Game Studies, Section 1, Spring 2017

Course syllabus

Art/CS 108, Introduction to Game Studies, Section 2, Spring 2017

Course syllabus

THE EFFECTIVENESS OF USING PROCEDURE GENRE TO IMPROVE WRITING SKILL FOR VII GRADE STUDENTS IN SMP N 1 GROGOL, SUKOHARJO

Retna Fatmawati, 2010. The Effectiveness of Using Procedure Genre to Improve Writing Skill for VII Grade Students in SMP N 1 Grogol Sukoharjo. English Diploma Program, Faculty if Letters and Fine Arts, Sebelas Maret University. This final project was written based on the writer’s job training as an English teacher in SMP N 1 Grogol Sukoharjo which was done for a month. The writer took two classes in VII D and VII E as the subject to be observed. This final project discusses the effectiveness of using procedure genre to improve writing skill for VII grade students in junior high school. During the job training, the writer took some activities to collect the data by doing observation in the school and the class, interviewing the English teacher to get more information about the school and the English teaching and learning process. The genre used by the writer to teach writing skill the students was procedure genre. While the type of writing performance used by the writer was guided writing. For teaching writing of procedure genre, the writer asked to the students to make an imperative sentence. It was not too difficult for them because they have been got this material before. Then, the writer gave them a procedure text. After that, the writer explained the generic structure of procedure text. The next activity is the writer was random that procedure text. The writer asked to the students arranged it into a good procedure. To make them attracted, class divided into four groups, each group has a leader. The leader was writing a good procedure in the white board while the rest of the members give instruction to the leader to do the task. After that, the writer asked to the students to make a procedure text individually. Most of the students got the difficulties such as vocabulary use and punctuation use. Grammatically, they did not get any difficulties because they have been gotten imperative sentence before. Overall they can make a simple procedure text. Therefore, the writing skill of the student especially in writing procedure improved. It was proven by looking at the students’ writing in the end of the meeting

Captured voices in primary school art education.

Eisner (1972) articulated a long-standing orientation in art education as he described the triadic relationship between socio-centric, child-centred and discipline-centred approaches in art education praxis. Hickman (2005) observed that teachers and students are now positioned to embrace a wider range of discourses as to what art might be. This impacts on why students make art and how it is taught. Wider arts discourse has resulted in influential paradigms and historically preferred arts pedagogies (Efland, 2002, 2004; Eisner, 1972; Kerlavage, 1992; Price, 2005). These discourses influence policy, curriculum, teacher beliefs about art and ultimately the ways in which these influences are played out in classrooms. Eisner (2002) argued the need for "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the materials they work with, the context's norms and the cues the teacher provides to advance their students thinking" (p. 217). This paper draws on such theory and a two year action-research project, The Art of the Matter (Fraser et al., 2006) involving case studies and analysis. This paper focuses on a Year 4 to Year 6 'drawing into painting' context taught by experienced generalist teachers in New Zealand primary schools. The influence of school culture and programme structures is explored. I raise questions as to which socio-cultural and discipline-centred voices generalist teachers have been captured by, and consider to what extent it possible to still discern a student whisper under the clamour and control of adult proscribed activity

Craft Entry for Minorities: The Case of Project JUSTICE

[Excerpt] Demonstrations in Chicago and Pittsburgh in 1969 focused national attention on the problem of the racial integration of the building trades. Many solutions to the problem have been suggested or tried, including efforts to create equal opportunities for blacks in apprenticeship programs. But apprenticeship programs provide only a limited means of entry to the building trades. Most construction workers who attain journeyman status do so through informal means. As Quinn Mills has observed, “Integration of the building trades will be necessarily slow if it is accomplished only through indenturing apprentices. . . . National policy regarding integration of the trades should concern itself with informal routes of entry as well as with apprenticeship.” One pioneering effort in this direction was Project JUSTICE (Journeymen Under Specific Training in Construction Employment) in Buffalo, New York. The goal of JUSTICE was to make craft journeymen of adult blacks by means of classroom instruction and on-the-job training

Beginning the day with the IWB in an early childhood classroom

There is a substantial demand in New Zealand for professional learning opportunities to help early years’ teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom