Pedagogy in Motion (MODE 2019)

Pedagogy in Motion (MODE 2019)

Motion resides in domains that include but also extend beyond the visual. 
 The concept of motion can be applied to sound, narrative, interaction, physical spaces, and other domains. Creating pedagogy that connects these adjoining and overlapping disciplines in a manner that is both meaningful and memorable to students is challenging.

This workshop explores experiential learning approaches underway at The University of Texas at Dallas’ School of Arts, Technology, and Emerging Communication to more connect motion design in related areas, such as interaction design, critical media studies, new media art, and others.

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Cassini Nazir

June 01, 2019
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Transcript

  1. Pedagogy
 in Motion Integrating Meaningful and 
 Learningful Experiences 


    in College Curricula Eric Farrar Undergraduate Dean
 Associate Professor Cassini Nazir Clinical Associate Professor
 Director, ATEC Usability Lab 1 June 2019 School of Arts, Technology
 and Emerging Communication
 The University of Texas at Dallas
  2. We piloted this workshop twice with advisors and fellow faculty.

    Workshop with undergraduate advisors
  3. Explore curriculum and its impact on faculty and students Introduce

    a curriculum layer framework Create your own maps Walk away with resources for you to implement in your classroom Today we will…
  4. Maps are static descriptors of relationships or boundaries. Educators use

    many maps to describe the student experience …
  5. Donor Alumnus Enrolled Admitted Applicant Prospect Student Suspect Parent Influencer

    UTD Parent Persuader Influencer Informed Uninformed Student Decision Making Information Gathering Alumni University Admissions offices map the journey of both student and parent.
  6. The degree plan provides turn-by-turn directions. Course UTD Sem. Transfer

    Inst. Grade/ SCH Course UTD Sem. Transfer Inst. Grade/ SCH Course UTD Sem. Transfer Inst. Grade/ SCH COMM 1311 RHET 1302 ARTS 1316 Drawing Foundations ATEC 2320 or ATEC 2325 or ATEC 2326 or ATEC 2385 ATEC 2340 Project Management I ATEC 2382 Computer Imaging GOVT 2305 ATEC 2384 Design I ATEM 1100 (first-time in college students only) GOVT 2306 CS 1335 Comp. Sci. I for non-majors* Upper-Level Elective CS 2335 Comp. Sci. II for non-majors Upper-Level Elective Upper-Level Elective ARTS 3371 or ARTS 3372 or ARTS 3377 or ARTS 3379 or ARTS 4368 or ATEC 3330 Upper-Level Elective ATEC 3320 or ATEC 3325 *CS 1334 + CS 1134 (Prereq. for CS 1335) ATEC 3310 or ATEC 3346 or ATEC 3351 or ATEC 3317, 3327, 3328, or 3336 Any 3000/4000-level AHST class or DRAM 3323 or FILM 3321 or MUSI 3322 □ UNIV 1010 ATEC 3384 ATEC 4380 or ATEC 4381 ATEC 3329 or CS 3360 or CS 4352 HIST 3328 or HIST 3337 or HIST 3374 or LIT 3316 or LIT 3334 B.A. Arts and Technology Degree Plan Name: ___________________________________________ ID#: ____________________________ Advisor: _______________________ Minor: _________________________ Admit Term: ___________________ Audits 45: ____ 75: ____ UT Dallas • School of Arts, Technology, and Emerging Communication 2016 Catalog • 120 Semester Credit Hours (SCH) – includes 51 upper-level SCH While advisors confer with students about courses and educational experiences, students are responsible for defining the content of their academic program, being aware of all graduation requirements, and making progress toward an academic degree. Advisors will assist students in designing an appropriate course of study that will satisfy requirements for graduation as well as offer information on particular courses and University rules and procedures. H. Life & Physical Sciences (030): 6 SCH B. Language, Philosophy & Culture (040): 3 SCH M a j o r R e q u i r e m e n t s , L o w e r - L e v e l : 2 1 S C H C. Creative Arts (050): 3 SCH F r e e E l e c t i v e s : 1 8 S C H Both upper- and lower-level courses may be used as electives, but students must complete at least 51 hours of upper-level credit to qualify for graduation. D. Government/Political Science (070): 6 SCH E. American History (060): 6 SCH C o r e C u r r i c u l u m R e q u i r e m e n t s : 4 2 S C H M a j o r R e q u i r e m e n t s , U p p e r - L e v e l : 2 4 S C H F. Social & Behavioral Sciences (080): 3 SCH G. Mathematics (020): 3 SCH □ UNIV 2020 P r e s c r i b e d E l e c t i v e s : 1 5 S C H Refer to the back of this degree plan for a list of prescribed elective options. A. Communication (010): 6 SCH I. Component Area Options (090): 6 SCH
  7. Core Curriculum 14 classes 1 Lower Level Major Requirements 8

    classes 2 Upper Level Major Requirements 8 classes Lower Level Major Requirements 8 classes Upper Level Major Requirements 8 classes 2 Prescribed Electives 5 classes 2 Free Electives 5 classes 4o total classes 5 Degree plans usually have three types of classes: core, major-specific, and electives. Upper Level Major Requirements 8 classes Core Curriculum 14 classes Lower Level Major Requirements 8 classes Prescribed Electives 5 classes Free Electives 5 classes Core Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning. Major Courses taken to satisfy requirements for the student's major field of study. Electives Courses exploring subjects not directly related to a student's major. ATEC Foundation Pathway Foundation 40 total classes
  8. Freshman Freshman Sophomore Junior Senior Fall 1 Spring 2 Fall

    3 Spring 4 Fall 5 Spring 6 Fall 7 Spring 8 ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATCM xxx Pathway Exploration 1 of 4 1 of 14 Core 4 of 14 Core 2 of 14 Core 5 of 14 Core 3 of 14 Core ATCM xxx Pathway Foundation 2 of 4 ATCM xxx Pathway Foundation 4 of 4 ATCM xxx Upper Level 1 of 8 ATCM xxx Pathway Foundation 3 of 4 ATCM xxx Upper Level 2 of 8 6 of 14 Core 9 of 14 Core 7 of 14 Core 10 of 14 Core 8 of 14 Core ATCM xxx Upper Level 7 of 8 ATCM xxx Capstone 8 of 8 3 of 5 Prescribed Elective 2 of 5 Prescribed Elective 4 of 5 Prescribed Elective 14 of 14 Core 5 of 5 Prescribed Elective 3 of 5 Free Elective 5 of 5 Free Elective 4 of 5 Free Elective ATCM xxx Upper Level 3 of 8 ATCM xxx Upper Level 5 of 8 ATCM xxx Upper Level 6 of 8 ATCM xxx Upper Level 4 of 8 1 of 5 Prescribed Elective 11 of 14 Core 13 of 14 Core 12 of 14 Core 2 of 5 Free Elective 1 of 5 Free Elective Foundation Pathway Pathway Pathway Pathway Entrance Pathway Pathway Focus Degree plans are more clearly understood when represented as time sequences. Freshman Freshman Sophomore Junior Senior Fall 1 Spring 2 Fall 3 Spring 4 Fall 5 Spring 6 Fall 7 Spring 8 ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATCM xxx Pathway Exploration 1 of 4 1 of 14 Core 4 of 14 Core 2 of 14 Core 5 of 14 Core 3 of 14 Core ATCM xxx Pathway Foundation 2 of 4 ATCM xxx Pathway Foundation 4 of 4 ATCM xxx Upper Level 1 of 8 ATCM xxx Pathway Foundation 3 of 4 ATCM xxx Upper Level 2 of 8 6 of 14 Core 9 of 14 Core 7 of 14 Core 10 of 14 Core 8 of 14 Core ATCM xxx Upper Level 7 of 8 ATCM xxx Capstone 8 of 8 3 of 5 Prescribed Elective 2 of 5 Prescribed Elective 4 of 5 Prescribed Elective 14 of 14 Core 5 of 5 Prescribed Elective 3 of 5 Free Elective 5 of 5 Free Elective 4 of 5 Free Elective ATCM xxx Upper Level 3 of 8 ATCM xxx Upper Level 5 of 8 ATCM xxx Upper Level 6 of 8 ATCM xxx Upper Level 4 of 8 1 of 5 Prescribed Elective 11 of 14 Core 13 of 14 Core 12 of 14 Core 2 of 5 Free Elective 1 of 5 Free Elective Foundation Pathway Pathway Pathway Pathway Entrance Pathway Pathway Focus
  9. The Animated Poster: Extending the

  10. Faculty and administrators use assessment maps to track learning outcomes.

    These maps connect program-level learning objectives (PLOs) to course-level learning objectives (CLOs).
  11. 1 FOUNDATIONS 3 SIGNATURE WORK Based on National Association of

    Schools of Art and Design Creative Multidisciplinary Converge and Technologies, see https://nasad.arts-accredit.org Based on Association of American College’s & Universities publications on Signature Work, see https://www.aacu.org/signaturework 2 PATHWAY Capstone Internship Field work Research Community-based projects Pathway foundations Thematic clusters Three or more courses across multiple disciplines, including the major field. A student examines questions important to him/her and to society. Studio Practice History Theory Technology Synthesis Four possible in ATEC: Animation, game design, design and production and mediated communication. The undergraduate student journey is a process of guided exploration and refinement.
  12. 1 FOUNDATIONS 2 PATHWAY 3 SIGNATURE WORK Capstone Internship Field

    work Research Community-based projects Pathway foundations Thematic clusters Three or more courses across multiple disciplines, including the major field. A student examines questions important to him/her and to society. messy < Studio Practice History Theory Technology Synthesis Based on National Association of Schools of Art and Design Creative Multidisciplinary Converge and Technologies, see https://nasad.arts-accredit.org Based on Association of American College’s & Universities publications on Signature Work, see https://www.aacu.org/signaturework Four possible in ATEC: Animation, game design, design and production and mediated communication. The undergraduate student journey is a process of guided exploration and refinement.
  13. Activity 1 8 minutes Discuss the kind of maps you

    use 
 to visualize your curricula. What is included? What is left out? Who are the audience(s)? Freshman Freshman Sophomore Junior Senior Fall 1 Spring 2 Fall 3 Spring 4 Fall 5 Spring 6 Fall 7 Spring 8 ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATCM xxx Pathway Exploration 1 of 4 1 of 14 Core 4 of 14 Core 2 of 14 Core 5 of 14 Core 3 of 14 Core ATCM xxx Pathway Foundation 2 of 4 ATCM xxx Pathway Foundation 4 of 4 ATCM xxx Upper Level 1 of 8 ATCM xxx Pathway Foundation 3 of 4 ATCM xxx Upper Level 2 of 8 6 of 14 Core 9 of 14 Core 7 of 14 Core 10 of 14 Core 8 of 14 Core ATCM xxx Upper Level 7 of 8 ATCM xxx Capstone 8 of 8 3 of 5 Prescribed Elective 2 of 5 Prescribed Elective 4 of 5 Prescribed Elective 14 of 14 Core 5 of 5 Prescribed Elective 3 of 5 Free Elective 5 of 5 Free Elective 4 of 5 Free Elective ATCM xxx Upper Level 3 of 8 ATCM xxx Upper Level 5 of 8 ATCM xxx Upper Level 6 of 8 ATCM xxx Upper Level 4 of 8 1 of 5 Prescribed Elective 11 of 14 Core 13 of 14 Core 12 of 14 Core 2 of 5 Free Elective 1 of 5 Free Elective Foundation Pathway Pathway Pathway Pathway Entrance Pathway Pathway Focus Donor Alumnus Enrolled Admitted Applicant Prospect Student Suspect Course UTD Sem. Transfer Inst. Grade/ SCH Course UTD Sem. Transfer Inst. Grade/ SCH Course UTD Sem. Transfer Inst. Grade/ SCH COMM 1311 RHET 1302 ARTS 1316 Drawing Foundations ATEC 2320 or ATEC 2325 or ATEC 2326 or ATEC 2385 ATEC 2340 Project Management I ATEC 2382 Computer Imaging GOVT 2305 ATEC 2384 Design I ATEM 1100 (first-time in college students only) GOVT 2306 CS 1335 Comp. Sci. I for non-majors* Upper-Level Elective CS 2335 Comp. Sci. II for non-majors Upper-Level Elective Upper-Level Elective ARTS 3371 or ARTS 3372 or ARTS 3377 or ARTS 3379 or ARTS 4368 or ATEC 3330 Upper-Level Elective ATEC 3320 or ATEC 3325 *CS 1334 + CS 1134 (Prereq. for CS 1335) ATEC 3310 or ATEC 3346 or ATEC 3351 or ATEC 3317, 3327, 3328, or 3336 Any 3000/4000-level AHST class or DRAM 3323 or FILM 3321 or MUSI 3322 □ UNIV 1010 ATEC 3384 ATEC 4380 or ATEC 4381 ATEC 3329 or CS 3360 or CS 4352 HIST 3328 or HIST 3337 or HIST 3374 or LIT 3316 or LIT 3334 B.A. Arts and Technology Degree Plan Name: ___________________________________________ ID#: ____________________________ Advisor: _______________________ Minor: _________________________ Admit Term: ___________________ Audits 45: ____ 75: ____ UT Dallas • School of Arts, Technology, and Emerging Communication 2016 Catalog • 120 Semester Credit Hours (SCH) – includes 51 upper-level SCH While advisors confer with students about courses and educational experiences, students are responsible for defining the content of their academic program, being aware of all graduation requirements, and making progress toward an academic degree. Advisors will assist students in designing an appropriate course of study that will satisfy requirements for graduation as well as offer information on particular courses and University rules and procedures. H. Life & Physical Sciences (030): 6 SCH B. Language, Philosophy & Culture (040): 3 SCH M a j o r R e q u i r e m e n t s , L o w e r - L e v e l : 2 1 S C H C. Creative Arts (050): 3 SCH F r e e E l e c t i v e s : 1 8 S C H Both upper- and lower-level courses may be used as electives, but students must complete at least 51 hours of upper-level credit to qualify for graduation. D. Government/Political Science (070): 6 SCH E. American History (060): 6 SCH C o r e C u r r i c u l u m R e q u i r e m e n t s : 4 2 S C H M a j o r R e q u i r e m e n t s , U p p e r - L e v e l : 2 4 S C H F. Social & Behavioral Sciences (080): 3 SCH G. Mathematics (020): 3 SCH □ UNIV 2020 P r e s c r i b e d E l e c t i v e s : 1 5 S C H Refer to the back of this degree plan for a list of prescribed elective options. A. Communication (010): 6 SCH I. Component Area Options (090): 6 SCH Journey map Assessment map Degree [map] Course sequence [map] Student sequence map
  14. Stewart Brand’s pace layers describes the varying rates of change

    in a society.
  15. FAST SLOW Innovates Learns Proposes Discontinuous Stewart Brand’s pace layers

    describes the varying rates of change in a society.
  16. FAST SLOW Innovates Learns Proposes Discontinuous Stabilizes Remembers Disposes Continuous

    Stewart Brand’s pace layers describes the varying rates of change in a society.
  17. The whole combines learning with continuity … FAST SLOW Innovates

    Learns Proposes Discontinuous Stabilizes Remembers Disposes Continuous
  18. Similarly, the university and the classroom have layers … FAST

    SLOW Innovates Learns Proposes Discontinuous Stabilizes Remembers Disposes Continuous
  19. FAST SLOW Innovates Learns Proposes Discontinuous Stabilizes Remembers Disposes Continuous

    Cross-cutting layers (like learning portfolios) enable richer synthesis and reflection.
  20. I hope my students pay attention. I hope this prof

    is an easy grader. Deeper concern: Scholarship A job Deep concern: Course evaluation Activity 2 8 minutes Hopes and fears can reflect deep concerns and highlight potential risks and shared ideas of success. Identify five hopes and fears that faculty face. Identify five hopes and fears that your students face. When done, share out at your tables.
  21. Activity 3 20 minutes A few guides: - Map should

    be high- to medium- altitude - Map must contain at least three phases (e.g. early college, middle, late) - Pinpoint at least 3 hopes and fears on the map - How might you address each of these hopes and fears that you identified? We’ll ask you to share out at the end. As a group, map the student experiences in a sample curriculum.
  22. Had we world enough and time … Fink (2005) Integrated

    Course Design Zubizaretta (2008) The Learning Portfolio Workshop abstract, Instructions, and handouts bit.ly/modelearningworkshop Eric Farrar Undergraduate Dean
 Associate Professor eric.farrar@utd.edu Cassini Nazir Clinical Associate Professor
 Director, ATEC Usability Lab cassini@utd.edu