The VASA Project: Beyond The Classroom Wall

1. The VASA Project: Beyond The Classroom Wall Roberto MuffolettoVASA Projectroberto@vasa-project.com

2. The VASA Project 2nd title: Photography Education in the age of digital networked learning communities, globalization, and cloud technologies. With…… Patrick Keough A.D. Coleman

3. The VASA Project Remember the days when …

4. The VASA Project Remember the days when …

5. The VASA Project Remember the days when …

6. The VASA Project We are now in the networked digital world .. Gone are the good old days.

7. The VASA Project The grain of the photograph as been replaced by the pixel. The object is now the code. The age of reproduction, global dissemination and access is here. The social network has removed the walls and the isolation of the castle.

8. The VASA Project We are all networked, connected, and available

9. The VASA Project Social networking spaces and access points change how individuals and communities learn, share, see, and exchange.

10. The VASA Project The smell of hypo has been replaced by the screen.

11. The VASA Project What has remained central is the “image”

12. The VASA Project and the “experience” of the image

13. The VASA Project The VASA Project is an online media workshop that utilizes social networking environments and cloud technologies and applications. Photography, Video, Sound, Digital Media Arts, Visual Studies

14. The VASA Project The “Vasa Project” started on July 31, 2009. The purpose of the project is to build a dynamic and evolving online, global network of artist and theorist, critics and historians, focused on photography, video, sound, and (in general) visual studies. VASA’s intent is to explore the possibilities for education, dissemination, consumption, and exchanges and networking, using the emerging digital networked social technologies, removing the boundaries of time and location.

15. The VASA Project • The VASA Project will host • • online workshops • • Gallery talks• Focused discussion groups (Jan 2011) • • 4 online curated galleries: • -- photography (October 2010) • -- sound • -- media arts • -- video

16. The VASA Project A short tour of the workshop:

17. The VASA Project

18. The VASA Project Coleman workshop: Ning

19. The VASA Project Coleman workshop: Google Documents

20. The VASA Project Workshop and Gallery Talk: Students, Participants

21. The VASA Project VASA Gallery Talks

22. The VASA Project Gallery Talk: Global Thinking Participants from: • USA• Canada• Netherlands• United Kingdom• Australia• Slovak Republic• Germany • China

23. The VASA Project Gallery Talk Video Archives

24. The VASA Project Online Focus Groups: Focus Groups will bring together small numbers of participants to discuss a topic for a short period of time.

25. The VASA Project VASA Project: Photography Gallery The photography gallery will be designed to do the following: • curated exhibitions• exhibition interns• display in different formats• video interview with the artist• curator/intern statements: context • biographical and other information Exhibition interns will work with the curator in all aspects of the exhibition.

26. The VASA Project VASA Exhibitions will allow the designer and the viewer to experience the work and the artist in different formats.

27. The VASA Project VASA on FaceBook: VASA Project

28. The VASA Project The VASA Project is working with visual arts organizations or affiliates to expand educational opportunities and access to the work and ideas of artist, historians, curators, and theorist.

29. The VASA Project The VASA Projecthttp://vasa-project.comroberto@vasa-project.com

30. The VASA Project Visions and insights: Patrick Keough A.D. Coleman

31. The VASA Project: vasa-project.com

32. We Must be Rethinking How we Teach our Course Content

33. New “Powerful” Tools for Teaching ● Blackboard / Moodle – course management platform ● Video Clips (YouTube) and Podcasting ● Texting ● Skype / Elluminate - Dim Dim ● Social Networks/Facebook ● Virtual Worlds/Second Life ● Simulations (Jing, Camtasia) ● Instructional Repositories – NCLOR (North Carolina Learning Objects Repository - Merlot _ Blogging / Twitter ► Online Tutoring

34. These tools and techniques can be used to supplement & enhance to Blackboard / Moodle or any viable onlinecourse management system

35. Blogging is a great way to supplement your online classes and get students engaging each other on a variety of topics. I incorporate student Blogs into my 2nd year Photography Courses. Blogs can also be used to keep journals, document activities and projects, post articles, stories and research for you and other students to view and possibly respond to based on the parameters you set for the course and the blog.

36. Benefits of Blogging How can it enhance my teaching? Blogging is a great interactive tool for getting students to write and share their images outside the confines of the class. It’s easy to create a visually sophisticated web portfolio with WordPress.com or Blogger. Uploading photos is easy, as is incorporating services like Flickr or Photobucket into your blog. You can also embed videos from YouTube, TeacherTube or Google and/or your own YouTube Channel.

37. Decide just how you want to incorporate Blogs into your online / hybrid class. Don’t incorporate blogging into your course if it is NOT going to contribute to student learning and/or reinforce the course content that your students are studying.

38. Web “Blog” Portfolios All my 2nd Year Photography students create Portfolio Web Blogs to compliment (supplement) their printed Portfolios.

39. I make blogging an integral part of myphotography / art courses My students must post a link to their Portfolio Blogs to our class Blackboard at the end of the final semester before graduation. We begin setting up the student blogs during the 2nd year of our program.

40. Portfolio Blogs present a crosssection of the students best work. Students essentially have a web portfoliowhen they leave our two year Associates Degree Photography Program.

41. Photo Student Blog Example #1 41

42. Part II Excellent Online Teaching Tool! You Tube is an amazing video content resource for instructors from all disciplines. Like the internet, there’s a lot of mediocre or just plane bad content out there, however there is also a wealth of excellent instructional videos that you can embed into your online classes. As online instructors we also must act as editors (facilitators) and search for the very BEST video content on the web then incorporate it into our teaching strategies.

43. YouTube Instructional videos can be embedded directly into Blackboard or Moodle 43

44. Create your own instructional videos and upload to YouTube - You can create your own channel and then embed your video’s into your classes.

45. Decide where you want to embed You Tube videos into your online course and how you want to use it and possibly assess that students are learning something from it.2. Go to www.YouTube and search for the subject matter that relates to your course content. For example I teach Art Appreciation and each week I search for a video (video’s) that reinforces and illustrates the chapter from my text such as Prehistoric Art, Egyptian Art, Greek Art, etc.3. It’s important to preview these clips to make sure you find the very best (highest quality) videos that relates to and reinforces your course content.

46. Once you have identified the video you want to place in your course you will notice the embedding code on the right of the You Tube video and copy that code.  Then go to your Blackboard (or Moodle) and paste it into either your discussion board post, announcement, assignment and/or course documents. Once you do this you will see the YouTube video box embedded directly into your discussion board post or where ever you decided to place it.

47. It’s important to preview these clips to make sure you find the very best (highest quality) videos that relates to and reinforces your course content. Adding rich media content to your total online and hybrid courses enables instructors to reinforce techniques and concepts demonstrated in the studio or in the field. Podcasts and video content also tap into a variety of learning styles. Text Text

48. Using Blackboard and/or Moodle Course Management Systems as supplements to my Photography and Art courses, I can teach from anywhere and deliver (and assess) course content even if it is hands-on photographic techniques. Student review the posted podcasts, videos and screen casts then post their own work based on the tutorials I post for them that relates to the techniques we are learning as a class.

49. Part III iTunes has a built in RSS feed so whenever the instructor uploads a new instructional podcast or video podcast it downloads directly to all the students who have subscribed to that instructor’s iTunes U folder. You can either produce your own instructional media and upload it into iTunes U for your students or if you are NOT an iTunes U college there is a vast amount of viable instructional content that you can download and incorporate (embed) into your course blackboards.

50. Decide just how you want to incorporate iTunes into your online class. Don’t incorporate podcasts and enhanced podcasts into your course if this type of rich media is NOT going to contribute to student learning and/or reinforce the course content that your students are studying.