Response and Adaptation for Online Teaching 1.0

A Moderated Discussion for Educators
Wednesday, March 25, 2020
1pm EST (10am PST)

Wednesday, March 25, 2020 
1pm EST / 10am PST

Hosted by
Lisa Hammershaimb
Associate Dean of Curriculum
Independence University

Are you new to online and remote instruction? Do you have questions or concerns? Join a live Q&A Session with educators who have experience working in both synchronous and asynchronous online learning environments. Ask questions and learn about best practices. Hear about the range of tools these educators use to create engaging online design courses. Join our community and connect with other educators as we discuss the tips, tricks and challenges of working in the online learning environment. 

Who should attend: 

Educators who are transitioning to a fully online learning environment for the first time. Those of you who have taught online or hybrid classes in the past are encouraged to take part and share tips and tricks. Think you may have to start teaching online? Come and hear what others have found to be helpful. All are welcome!   

(Chat discussion can be found here: https://social.designincubation.com/topic/259-response-and-adaptation-for-online-teaching-10/ )

Panel participants: 

Lisa Hammershaimb

Dr. Lisa Hammershaimb is a visual designer and design educator whose research investigates community, presence, and the porous borders between here/there + digital/physical.A 2018 graduate of the EdD program in Distance Education from Athabasca University, Lisa’s dissertation focused on how design educators use the internet to decentralize and extend studio pedagogy. Through her work, Lisa aspires to inspire design educators to be brave in the face of complexity and to build inclusive structures, where all participants can learn how to navigate and thrive in an increasingly information-abundant world.

Alex Girard

Alex Girard is a graphic designer and design educator who believes in the power of design to connect people to ideas, visually. His recent work focuses on developing meaningful assessment practices that define and help to constructively evolve curriculum, rather than exclusively evaluate it. Throughout his career, he has worked to adopt technology at the forefront of the field, and is currently exploring virtual course management systems and other online tools in an effort to create virtual collaborative spaces. Alex coordinates the Graphic Design program at Southern Connecticut State University, and serves as the Director of Peer Review for Design Incubation. 

Aaris Sherin

Aaris Sherin is a design educator, researcher and writer. She is a professor of graphic design at St. John’s University in Queens, New York. Her teaching focuses on using blended hybrid models of instruction in FTF classes as well as teaching courses in a fully online learning environment. Sherin’s newest teaching strategies include adding synchronistic modules to online courses as well as working with course management tools and other software to create innovative frameworks for critique in online studio and lecture style courses.

Mitch Goldstein

Mitch Goldstein is a designer, artist, and educator based in upstate New York, where he is an Associate Professor at Rochester Institute of Technology, teaching in the College of Art and Design. He has a fine arts practice focusing on a variety of digital and analog materials and both writes and speaks about art and design education, pedagogy, and creative practice. His courses frequently mix analog and digital making, as well as using both in-person and online teaching and critique tools and methods. He received his MFA in Design/Visual Communications from Virginia Commonwealth University’s School of the Arts, and his BFA in Graphic Design from Rhode Island School of Design. He is currently pursuing another Master’s Degree in Furniture Design from RIT. 

Dennis Cheatham

Dennis Cheatham is the Graduate Director of xdMFA, a transdisciplinary distance-learning MFA in Experience Design at Miami University in Oxford, Ohio. He has been teaching online and hybrid courses in experience design and design research since 2016. Dennis has implemented pedagogical tools to facilitate highly engaged distance learning, including Experience Points, the Risk Bonus, single-point rubrics, Slack, and PACES: A Multiple Intelligences Model for Design Education. Dennis has used his background in web development and audio/video production to develop accessible, responsive templates for Canvas LMS and engaging feedback videos and tutorials to simulate the face-to-face experience for learners.

Teaching Online? Please Share Your Experiences

How have you adapted a class or course for remote instruction or online learning?

https://social.designincubation.com/topic/252-teaching-online-resources-experiences-tools-recommendations/

Have you created an online class or entire course? Please share your recommendations and experiences on our bulletin board. Click on the link above to join the discussion.

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If you have questions or recommendations, please let us know at info@designincubation.com.

Design for Decentralized Studio Learning

Lisa Hammershaimb
Associate Dean of Curriculum, Graphic Arts
Independence University

Due to financial concerns and shifting learner demographics, in many institutions, the hallmarks of studio pedagogy (small course sizes, dedicated unique learning spaces and extended course-meeting times) are eroding. The new reality for many programs is one where educators are expected to balance an increase in learners with a simultaneous decrease in contact time. There is an gap between what once was and what is now. One way many educators are choosing to navigate this gap is through using the internet to augment, extend, or otherwise decentralize studio-learning practices.

This constructivist grounded theory study endeavored to investigate how design educators are using the internet to augment and extend studio pedagogy. The primary research question was, how are design educators using the internet to extend and augment studio pedagogy?

The Replication Collaboration Continuum, the theory created from the study, posits that how educators use the internet to augment and extend studio pedagogy can best be conceptualized as a continuum, with replication as one terminal and collaboration as the other. This theory has broad relevance for all educators curious about how to implement greater decentralization into their learning spaces.

This presentation will provide a fast-paced romp through study findings, concluding with several practical next steps and provocative questions to help art and design educators think critically about their own studio pedagogy practice.

This research was presented at the Design Incubation Colloquium 5.1: DePaul University on October 27, 2018.