Otis College has developed special projects as part of the exploration into eLearning possibilities.
In fall 2014, Otis College collaborated with Stanford Online High school (OHS) to develop studio drawing courses for OHS students. This provided the college with a unique opportunity to reach a new audience of high school students.
Otis College began with 3-hour online synchronous Portrait Drawing workshop in fall 2014, which quickly evolved into an 8-week Portrait Drawing seminar offered to 7-12 grade students enrolled in Stanford OHS spring 2015.
Fall 2015 and spring 2016 two 15-week studio courses were developed, Portrait Drawing and Landscape Drawing, to be taught each semester respectively.
The goal was to provide 2-D drawing skills in a virtual environment. Faculty Gary Geraths collaborated with Jean-Marie Venturini, Instructional Designer, to develop the course. The goal was not to sacrifice the pencil and paper medium just because students were working online. To accomplish this, a digital document camera was used focused on Geraths' drawings that could be zoomed in and out to capture different details. Venturini also provided in class instructional technology support.
Otis College continues to offer these courses to date to OHS students with current development to include an online synchronous Drawing and Composition course to middle-school students taught by Mayuka Thais.
Since 2013, Otis College has experimented with launching Massive Open Online Courses (MOOCs). MOOCs have provided opportunities to showcase faculty/instructor expertise and reach a larger, world-wide audience.
MOOC = Massive Open Online Course
Otis College MOOC enrollment to date:
In fall 2016 it was determined by the eLearning Advisory Committee (eAC) that the investment of time and resources into the development of MOOCs outweighed the promotional benefits. The college remains interested in MOOCs as a concept and continues to review research and literature on the subject.
Faculty: Dr. Parmi Giuntini.
This Art History course investigates the role of the French avant-garde in developing and showcasing new modern forms and approaches to art and visual culture in the 19th century. The material addresses the most critical issues of modernity from Realism through Post-Impressionism. We will cover the stylistic changes that challenged academic art, the new subjects that confounded modern audiences, and the new roles and authority of the modern artist. To do this, we will focus on the European world through a series of video podcasts and online readings over five weeks. By the end of the course, you will understand the issues of modernity and the way that art and art-making addressed these issues as well as recognize the profound impact that 19th century Europe had in shaping our contemporary ideas of being “modern.”
Facilitator: Roni Feldman.
Otis College received a grant from the W.M. Keck Foundation 2014/2015 to develop a MOOC focused on art and design studio skills targeted to High School students.
This grant funded the development of one 12-week MOOCs in addition to 30 learning objects created in collaboration with the Foundation department and faculty. The initial MOOC enrollment exceeded expectations. A shortened 5-week version was also offered to provide additional opportunities for participation. Both MOOCs were offered for free. Required projects did not mandate the purchase of specialized materials. Students could earn a CE studio credit and receive feedback on a portfolio of artwork from Otis College Admissions' counselors. Students who successfully completed all required assignments also earned a certificate of completion.
Instructor: Amy Bond
While the term “Fashion Icon” is relatively modern, fashion has always been defined and redefined by bold visionaries throughout history. Images of today's celebrities and fashion mavens are ever-present, but long before the selfie, sculpture, and painting captured individuals and their fashion styling. Designers still look to these powerful sources for fashion elements and inspiration, and this course will trace the history of clothing and the way that themes have been interpreted over the last 500 years.
Starting in the 15th century, we will view the fashion biographies of notable individuals and examine garments and ‘looks’ for their trend-setting elements. Fashion is extremely and pointedly cyclical, and garment elements and design ideas that look ‘fresh’ to a certain generation can often be directly or indirectly traced to a prior moment or figure in history. In this course, we will look at some of these times and people, and compare and contrast them to fashion that has emerged. Contemporary designs will be reviewed to identify the reuse or redefinition of many of these details. We will progressively develop the eye and skill to sketch and create our own ideas through a creative journaling process, culminating in an original design project based on historical elements.
Duration: 2011 - 2017
The Liberal Arts and Sciences (LAS) department integrated the use of IPads into a section of the first-year English course to determine its viability as an:
It was determined in spring 2014 that the iPad class provided a unique learning opportunity for foundation students and would be offered as long as funding was available for the purchase and support of iPads. In fall 2016, the Foundation department created affinity studio sections. The iPad class was included in the Technology affinity studio section.
Debra Ballard, Maggie Light, and Jean-Marie Venturini
Otis faculty and students discuss their experience in the video below participating in the Otis College iPad Initiative. Faculty share best practices for using the iPad and how it positively changed the interaction within their classroom. Students talk about their experience and what they enjoyed most about using the iPad in class.
Based on student feedback, it was determined it would be worthwhile to extend the use of iPads within studio courses. In fall 2013 an Interdisciplinary Activity with Life Drawing Section K, taught by Bill Eckert, was developed involving the semiotics of shapes and how they are used in character/setting design as a way to connect content between the courses as well as explore the iPAD Brushes App. The activity provided an opportunity to forge connections between English and Studio courses, and continued experimentation with the iPad.
Unfortunately, the LAS curriculum changed fall 2014 and the activity was unable to be sustained. Bill Eckert continued exploring digital drawing with enrolled students in his studio courses.
Fall 2014 the college disbursed a survey to students participating in the iPad Initiative. The intention was to collect student feedback to determine if there were any specific iPad apps that contributed to their learning experience. The college purchased three new apps for the course: 2Do (Calendar), StudyBlue (Flashcard) and Inspiration (Mind-Mapping).
Duration: spring 2014 - fall 2015.
Interested faculty participants received an iPad to use for the semester. Faculty were encouraged to explore the functionality of the iPad and educational apps that may be useful in the classroom. After the conclusion of the program, iPads were still available for faculty to check-out from the Library.
47 faculty and instructors
We hoped the use of the iPad would allow faculty/instructors to see the potential of instructional technologies available through the iPad Apps. Even if one determined the iPad was not viable for their course instruction, we hoped to have at least broken "barriers" or "resistance" to technology usage in the classroom. Perhaps faculty/instructors would be open to exploring other instructional technology tools after participating in this program.
Jean-Marie Venturini, Instructional Designer
Heather Cleary, Digital Database Metadata Librarian
Ian Henderson, Periodicals Manager and Circulation Desk Clerk
A community group was created within the Otis Learning Management System O-Space in order to share resources and feedback between the iProject participants.