Grants/Development of “Photovoice Online” an Innovative Teaching Technology - Revision history

Michelle Thorne at 23:42, 26 June 2010

2010-06-26T23:42:23Z

← Older revision		Revision as of 23:42, 26 June 2010
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	\|Affiliation=Athabasca University		\|Affiliation=Athabasca University
	\|Mainurl=http://www.athabascau.ca/		\|Mainurl=http://www.athabascau.ca/
	\|Affiliated=~~Yes~~		\|Affiliated=No
	\|description=Teaching online requires inventive approaches on the part of the teacher in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted by the applicants to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of digital images combined with reflective question that challenge student thinking on course topics. As online educators we have explored the use of photovoice (PV) in graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the online learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we propose primarily involves the creation of a sharable database of previously created PV learning objects that could be used by educators in many disciplines.		\|description=Teaching online requires inventive approaches on the part of the teacher in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted by the applicants to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of digital images combined with reflective question that challenge student thinking on course topics. As online educators we have explored the use of photovoice (PV) in graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the online learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we propose primarily involves the creation of a sharable database of previously created PV learning objects that could be used by educators in many disciplines.
	\|output=The outcomes of this project would be: a shareable database resource centre for educators who would like to use PV and the dissemination of details regarding the PV online teaching strategy including how to use it and possible positive benefits of PV. If funds permit additional outcomes would be guidance of new users of PV in the design of research to evaluate the effect of PV on their classes/students and the creation of additional PV teaching objects for the database.		\|output=The outcomes of this project would be: a shareable database resource centre for educators who would like to use PV and the dissemination of details regarding the PV online teaching strategy including how to use it and possible positive benefits of PV. If funds permit additional outcomes would be guidance of new users of PV in the design of research to evaluate the effect of PV on their classes/students and the creation of additional PV teaching objects for the database.

Beth Perry at 16:42, 22 June 2010

2010-06-22T16:42:33Z

Beth Perry at 18:31, 21 June 2010

2010-06-21T18:31:36Z

← Older revision		Revision as of 18:31, 21 June 2010
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	\|Affiliated=Yes		\|Affiliated=Yes
	\|description=Teaching online requires inventive approaches on the part of the teacher in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted by the applicants to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of digital images combined with reflective question that challenge student thinking on course topics. As online educators we have explored the use of photovoice (PV) in graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the online learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we propose primarily involves the creation of a sharable database of previously created PV learning objects that could be used by educators in many disciplines.		\|description=Teaching online requires inventive approaches on the part of the teacher in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted by the applicants to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of digital images combined with reflective question that challenge student thinking on course topics. As online educators we have explored the use of photovoice (PV) in graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the online learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we propose primarily involves the creation of a sharable database of previously created PV learning objects that could be used by educators in many disciplines.
	\|output=The outcomes of this project would be to: ~~create~~ a shareable database resource centre for educators who would like to use PV ~~and to disseminate~~ details regarding the PV online teaching strategy including how to use it, the ~~location~~ of the PV ~~resource database resulting from this project,~~ and the ~~possible positive benefits~~ of PV ~~to distance~~ learning.		\|output=The outcomes of this project would be: a shareable database resource centre for educators who would like to use PV, the dissemination of details regarding the PV online teaching strategy including how to use it and possible positive benefits of PV. If funds permit additional outcomes would be guidance of new users of PV in the design of research to evaluate the effect of PV on their classes/students and the creation of additional PV learning objects for the database.
	\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is develop a database resource center of PV teaching objects and inform online educators re the availability and usefulness of this tool.The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions ~~that~~ could be used by online educators in many fields including eduction, nursing and health, science, and humanities.		\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is to develop a database resource center of PV teaching objects and inform online educators re the availability and usefulness of this tool.The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions. The database could be used by online educators in many fields including eduction, nursing and health, science, and humanities.
	\|community relationship=I have been teaching online at Athabasca University for ~~the past~~ 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines. ~~My teaching philosophy is based on using~~ creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. I believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make me real to ~~the~~ virtual ~~learner~~. ~~Most recently I have been studying~~ artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already ~~proven successful~~. However it is not well known in the online teaching community and a prepared database of ~~photovoice~~ learning objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. I am the best ~~person~~ for this project because I have experience with ~~photovoice~~, I have a beginning library of photovoice learning objects (not currently in a shareable database) and the ~~resources~~ to develop more.		\|community relationship=The primary and co-applicant have been teaching online at Athabasca University for more than 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines.We use creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. We believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make us real to virtual learners. Currently we are leading a funded study focused on artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already shown potential. However PV is not well known in the online teaching community and a prepared database of PV learning objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. We am the best people for this project because we have experience with PV, we have a beginning library of photovoice learning objects (not currently in a shareable database) and the ability to develop more.
	\|measurement=Once the ~~photovoice~~ database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ ~~photovoice~~ in their courses the more successful the project would be. I propose that we follow-up with those who use ~~photovoice~~ in their courses to determine the impact of the teaching strategy on students and instructors. ~~I am~~ currently studying the effect of ~~photovoice~~ in selected courses using several measures focused on students and instructors who consent to participant. These measures are the Social Presence Scale (Richardson & Swan, 2003) and the Classroom Cohesion Scale (Rovai, 2002).
			In 2009 we presented our preliminary research findings related to PV in a concurrent session at the ICDE World Conference on Open Learning and Distance Education in The Netherlands. Following the presentation there have been many requests from potential PV users for the database we propose to create with this project.
			\|measurement=Once the PV database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ PV in their courses the more successful the project would be. We propose that we follow-up with those who access the database and use PV in their courses to determine the impact of the teaching strategy on students and instructors. We are currently studying the effect of PV in selected courses using several measures focused on students and instructors who consent to participant. These measures are the Social Presence Scale (Richardson & Swan, 2003) and the Classroom Cohesion Scale (Rovai, 2002). We could assist new users of PV to design similar research studies to increase our knowledge regarding the usefulness of this teaching strategy.

	Another indication of success of the project would be if users contribute PV teaching objects that they develop to the database resource center.		Another indication of success of the project would be if users contribute PV teaching objects that they develop to the database resource center.
	\|participants=Our research team would head the project. The team includes ~~Dr.~~ Margaret Edwards, RN, PhD Professor, Athabasca University ~~and~~ Cynthia Menzies, BEd, MHS (student), Athabasca University and me.		\|participants=Our research team would head the project. The team includes Margaret Edwards, RN, PhD, Professor and Associate Dean, Athabasca University, Cynthia Menzies, BEd, MHS (student), Athabasca University, and Beth Perry, RN, PhD, Associate Professor, Faculty of Health Disciplines, Athabasca University.

	I anticipate that the ~~photovoice~~ database resource center once created could be accessed by ~~hundreds of~~ educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.		We anticipate that the PV database resource center once created could be accessed by many educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.
	\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. Our team published findings related to three interactive online teaching technologies (~~photovoice~~, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005). The aesthetic nature of artistic based pedagogues links them to creativity. The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283). The creation of the ~~photovoice~~ database resource center would provide users of "the commons" with access to a new creative teaching resource.		\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. Our team published findings related to three interactive online teaching technologies (PV, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005). The aesthetic nature of artistic based pedagogues links them to creativity. The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283). The creation of the PV database resource center would provide users of "the commons" with access to a new creative teaching resource and direction related to how it could be used.
	\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the ~~photovoice~~ images and affiliated questions. Funds could also assist in the development of ~~the a wide range of photovoice~~ learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. Assistance would also be used to disseminate information about the existence of the database resource center and how to ~~use~~ PV. This project would need database development expertise and ~~photovoice~~ learning object development skills.		\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the PV images and affiliated questions. Funds could also assist in the development of additional PV learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. Assistance would also be used to disseminate information about the existence of the database resource center, how to use PV, and how to design research studies to capture an understanding of the effect of PV on online students/courses. This project would need database development expertise and PV learning object development skills.
	\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators. What we need is the technical assistance to take the learning objects we have and put them into a database resource center that users can access. With appropriate technical expertise to establish and maintain this database we will have the first step in success.		\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators. What we need is the technical assistance to take the learning objects we have and put them into a database resource center that users can access. With appropriate technical expertise to establish and maintain this database we will have the first step in success.

	The second challenge involves keeping the database updated and making it larger by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month in the beginning. It is anticipated that as this resource center becomes more well known users would contribute their own PV learning objects to the database helping it to remain current and to grow.		The second challenge involves keeping the database updated and making it larger by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month in the beginning. It is anticipated that as this resource center becomes more well known users would contribute their own PV learning objects to the database helping it to remain current and to grow.

	The third challenge is making potential users aware of this resource. This would be accomplished by sharing the resource on the commons, presenting research related to PV at conferences and publishing article related to the project/PV teaching tool.		The third challenge is making potential users aware of this resource. This would be accomplished by sharing the resource on "the commons," presenting research related to PV at conferences and publishing article related to the project/PV teaching tool.
	\|sustainability=Once ~~this is an~~ established the database resource center would require very little ongoing funding. Additional development and updating of of ~~photovoice~~ learning objects could be provided by the users as noted above. If additional funds are required to sustain the project, grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who has funds dedicated to innovative educational projects.
	\|scalability=Yes it is scalable. Additional ~~photovoice~~ learning objects could be added to the database to enlarge the amount of teaching material available and to make it useful to educators from a larger variety of disciplines. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add ~~memory etc.~~ to the system as the amount of educational material offered increases.		Finally, the challenge of encouraging research related to the effect of PV on online courses and students would be overcome by assisting users with examples of research designs used successfully.
	\|resource needs=Technical assistance with database resource center development and opportunities to make Creative Commons members aware of the ~~photovoice~~ resource are the two primary needs for this project to succeed.		\|sustainability=Once established the database resource center would require very little ongoing funding. Additional development and updating of of PV learning objects could be provided by the users as noted above. If additional funds are required to sustain the project, grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who has funds dedicated to innovative educational projects.
	\|communication=Athabasca University is a leader in open and distance university education. It is well positioned to reduce barriers to post-secondary learning to students around the world. Communication with stakeholders ~~around the world~~ (students, faculty, support staff, researchers, governments, policy makers, alumni) is largely through electronic means.		\|scalability=Yes it is scalable. Additional PV learning objects could be added to the database to enlarge the amount of teaching material available and to make it useful to educators from a larger variety of disciplines. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add capacity to the system as the amount of educational material offered increases.
			\|resource needs=Technical assistance with database resource center development and opportunities to make Creative Commons members aware of the PV resource are the two primary needs for this project to succeed. If additional funds are available resources would be used to develop the library of PV learning objects and to assist users with research design to build our combined knowledge re the effects of PV on online courses and students.
			\|communication=Athabasca University is a leader in open and distance university education. It is well positioned to reduce barriers to post-secondary learning for students around the world. Communication with stakeholders worldwide (students, faculty, support staff, researchers, governments, policy makers, alumni) is largely through electronic means.
	\|budget=Creative Commons Catalyst Grant.pdf		\|budget=Creative Commons Catalyst Grant.pdf
	\|legal=Yes		\|legal=Yes
	}}		}}

Beth Perry at 18:10, 21 June 2010

2010-06-21T18:10:01Z

Beth Perry at 21:20, 17 June 2010

2010-06-17T21:20:55Z

← Older revision		Revision as of 21:20, 17 June 2010
Line 1:		Line 1:
	{{Grant Application		{{Grant Application
	\|Project Title=Development of ~~“Photovoice Online” an Innovative Teaching Technology~~		\|Project Title=Development of a Photovoice Database Resource Center
	\|applicants=Beth Perry, Margaret Edwards, Cynthia Menzies		\|applicants=Beth Perry, Margaret Edwards, Cynthia Menzies
	\|contact person=Beth Perry		\|contact person=Beth Perry
Line 9:		Line 9:
	\|Mainurl=http://www.athabascau.ca/		\|Mainurl=http://www.athabascau.ca/
	\|Affiliated=Yes		\|Affiliated=Yes
	\|description=Teaching online requires inventive approaches on the part of the instructor in order to facilitate an optimum educational experience. ~~This project involves the adaptation of a known~~ research strategy called “photovoice” (Wang & Burris, 1997) to become an interactive online teaching technology. As online educators we have experimented in a very beginning way with the use of photovoice (PV) in two graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the distance learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006).		\|description=Teaching online requires inventive approaches on the part of the instructor in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of a digital image combined with a reflective question that challenges student thinking on a course topic. As online educators we have experimented in a very beginning way with the use of photovoice (PV) in two graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the distance learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we are proposing involves the creation on a sharable database of previously created PV learning objects that could be used by educators in many disciplines.
	\|output=The outcomes of this project would be to:		\|output=The outcomes of this project would be to: create a shareable database resource centre for educators who would like to use PV and to disseminate details regarding the PV online teaching strategy including how to use it, the location of the PV resource database resulting from this project, and the possible positive benefits of PV to distance learning.
	~~- translate the PV research strategy into an online teaching technology,~~		\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is develop a database resource center of PV teaching objects and inform online educators re the availability and usefulness of this tool.The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions that could be used by online educators in many fields including eduction, nursing and health, science, and humanities.
	~~- trial the PV teaching strategy and make refinements,~~		\|community relationship=I have been teaching online at Athabasca University for the past 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines. My teaching philosophy is based on using creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. I believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make me real to the virtual learner. Most recently I have been studying artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already proven successful. However it is not well known in the online teaching community and a prepared database of photovoice learning objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. I am the best person for this project because I have experience with photovoice, I have a beginning library of photovoice learning objects (not currently in a shareable database) and the resources to develop more.
	- create a shareable database resource centre for educators who would like to use PV, and to		\|measurement=Once the photovoice database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ photovoice in their courses the more successful the project would be. I propose that we follow-up with those who use photovoice in their courses to determine the impact of the teaching strategy on students and instructors. I am currently studying the effect of photovoice in selected courses using several measures focused on students and instructors who consent to participant. These measures are the Social Presence Scale (Richardson & Swan, 2003) and the Classroom Cohesion Scale (Rovai, 2002).
	- disseminate details regarding the PV online teaching strategy including how to use it, the location of the PV ~~resources~~ resulting from this project, and the possible positive benefits of PV to distance learning.
	\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is ~~to invent~~ a ~~new~~ teaching ~~technology that can be used by~~ online educators ~~around~~ the ~~world in their courses~~. The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions that could be used by online educators in many fields.		Another indication of success of the project would be if users contribute PV teaching objects that they develop to the database resource center.
	\|community relationship=I have been teaching online at Athabasca University for the past 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines. My teaching philosophy is based on using creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. I believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make me real to the virtual learner. Most recently I have been studying artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already proven successful. However it is not well known in the online teaching community and a prepared database of photovoice learning objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. I am the best person for this project because I have experience with photovoice, I have a ~~numerous~~ photovoice learning objects ~~to share~~ and the resources to develop more.
	\|measurement=Once the photovoice database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ photovoice in their courses the more successful the project would be. I propose that we follow-up with those who use photovoice in their courses to determine the impact of the teaching strategy on students and instructors. I am currently studying the effect of photovoice in selected courses using several measures focused on students and instructors who consent to participant. These measures are -
	\|participants=Our research team would head the project. The team includes Dr. Margaret Edwards, RN, PhD Professor, Athabasca University and Cynthia Menzies, BEd, MHS (student), Athabasca University and me.		\|participants=Our research team would head the project. The team includes Dr. Margaret Edwards, RN, PhD Professor, Athabasca University and Cynthia Menzies, BEd, MHS (student), Athabasca University and me.

	I anticipate that the photovoice database resource center once created could be accessed by hundreds of educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.		I anticipate that the photovoice database resource center once created could be accessed by hundreds of educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.
	\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community~~. There are few references in the literature related to specific non-traditional online teaching technologies~~. Our team published findings related to three interactive online teaching technologies (photovoice, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005. The aesthetic nature of artistic based pedagogues links them to creativity.		\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. Our team published findings related to three interactive online teaching technologies (photovoice, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005). The aesthetic nature of artistic based pedagogues links them to creativity. The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283). The creation of the photovoice database resource center would provide users of "the commons" with access to a new creative teaching resource.
	The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283).
	~~With~~ the ~~growth in communications technology, current students exhibit very different learning characteristics. Coined~~ the “net generation,” today’s learners are “digital natives who are connected /wired,” and who “use multiple forms of communications” (Skiba, 2006, p. 162). Skiba concludes, “This generation views learning as a ~~social and constructive activity that must be experiential, engaging, interactive, and collaborative” (p. 103)~~.		\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the photovoice images and affiliated questions. Funds could also assist in the development of the a wide range of photovoice learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. Assistance would also be used to disseminate information about the existence of the database resource center and how to use PV. This project would need database development expertise and photovoice learning object development skills.
	\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the photovoice images and affiliated questions. ~~Members of the research team are skilled~~ in the development of the photovoice learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. This project would need database development expertise.		\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators. What we need is the technical assistance to take the learning objects we have and put them into a database resource center that users can access. With appropriate technical expertise to establish and maintain this database we will have the first step in success.
	\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators ~~around the world~~. What we need is the technical assistance to take the learning objects and ~~house~~ them in a database that can ~~be shared~~. With appropriate technical expertise to establish and maintain this database we will have the first step in success.

	~~Part two of the project~~ involves ~~measuring~~ the ~~usage~~ and ~~effect of the photovoice learning tool in various classrooms~~. This ~~challenge involves research expertise~~ and the ~~time and resources to follow-up with~~ users ~~to gather~~ their ~~feedback and then to make necessary adjustments~~ to the database.		The second challenge involves keeping the database updated and making it larger by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month in the beginning. It is anticipated that as this resource center becomes more well known users would contribute their own PV learning objects to the database helping it to remain current and to grow.

	The third challenge ~~involves keeping the database updated by adding new images and questions~~. This ~~could~~ be ~~addressed~~ by ~~having design~~ and ~~technical assistance approximately 1 day per month~~.		The third challenge is making potential users aware of this resource. This would be accomplished by sharing the resource on the commons, presenting research related to PV at conferences and publishing article related to the project/PV teaching tool.
	\|sustainability=Once this is an established ~~product it~~ would require very little ongoing funding. ~~Athabasca University may provide technical support to a successful product as it could be a resource for faculty from all faculties.~~ Additional development of photovoice learning objects ~~would~~ be ~~part of~~ the ~~normal workload of faculty involved in the project from the beginning~~. If additional funds are required to sustain the project grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who ~~have~~ funds dedicated to innovative educational projects.		\|sustainability=Once this is an established the database resource center would require very little ongoing funding. Additional development and updating of of photovoice learning objects could be provided by the users as noted above. If additional funds are required to sustain the project, grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who has funds dedicated to innovative educational projects.
	\|scalability=Yes it is scalable. Additional photovoice learning objects could be added to the database to enlarge the amount of teaching material available. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add memory etc. to the system as the amount of educational material offered increases ~~by this addition would have a proportional impact on performance~~.		\|scalability=Yes it is scalable. Additional photovoice learning objects could be added to the database to enlarge the amount of teaching material available and to make it useful to educators from a larger variety of disciplines. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add memory etc. to the system as the amount of educational material offered increases.
	\|resource needs=Technical assistance with database resource center development and opportunities to make g Creative Commons members aware of the photovoice resource are the two primary needs for this project to succeed.		\|resource needs=Technical assistance with database resource center development and opportunities to make Creative Commons members aware of the photovoice resource are the two primary needs for this project to succeed.
	\|communication=Athabasca University is a leader in open and distance university education. It is well positioned to ~~provide~~ reduce barriers to post-secondary learning to students around the world. Communication with stakeholders around the world (students, faculty, support staff, researchers, governments, policy makers, alumni) is largely through electronic means.		\|communication=Athabasca University is a leader in open and distance university education. It is well positioned to reduce barriers to post-secondary learning to students around the world. Communication with stakeholders around the world (students, faculty, support staff, researchers, governments, policy makers, alumni) is largely through electronic means.
	\|legal=No		\|budget=Creative Commons Catalyst Grant.pdf
			\|legal=Yes
	}}		}}

Beth Perry at 17:21, 15 June 2010

2010-06-15T17:21:01Z

Beth Perry at 17:06, 15 June 2010

2010-06-15T17:06:58Z

← Older revision		Revision as of 17:06, 15 June 2010
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	{{Grant Application		{{Grant Application
	\|Project Title=Development of “Photovoice Online” an Innovative Teaching Technology		\|Project Title=Development of “Photovoice Online” an Innovative Teaching Technology
	\|applicants=Beth Perry, Margaret Edwards, Cynthia Menzies		\|applicants=Beth Perry, Margaret Edwards, Cynthia Menzies
	\|contact person=Beth Perry		\|contact person=Beth Perry
Line 9:		Line 9:
	\|Mainurl=http://www.athabascau.ca/		\|Mainurl=http://www.athabascau.ca/
	\|Affiliated=Yes		\|Affiliated=Yes
	\|description=Teaching online requires inventive approaches on the part of the instructor in order to facilitate an optimum educational experience. This project involves the adaptation of a known research strategy called “photovoice” (Wang & Burris, 1997) to become an interactive online teaching technology. As online educators we have experimented in a very beginning way with the use of photovoice (PV) in two graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the distance learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006).		\|description=Teaching online requires inventive approaches on the part of the instructor in order to facilitate an optimum educational experience. This project involves the adaptation of a known research strategy called “photovoice” (Wang & Burris, 1997) to become an interactive online teaching technology. As online educators we have experimented in a very beginning way with the use of photovoice (PV) in two graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the distance learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006).
	\|output=The outcomes of this project would be to:		\|output=The outcomes of this project would be to:
	- translate the PV research strategy into an online teaching technology,		- translate the PV research strategy into an online teaching technology,
Line 15:		Line 15:
	- create a shareable database resource centre for educators who would like to use PV, and to		- create a shareable database resource centre for educators who would like to use PV, and to
	- disseminate details regarding the PV online teaching strategy including how to use it, the location of the PV resources resulting from this project, and the possible positive benefits of PV to distance learning.		- disseminate details regarding the PV online teaching strategy including how to use it, the location of the PV resources resulting from this project, and the possible positive benefits of PV to distance learning.
			\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is to invent a new teaching technology that can be used by online educators around the world in their courses. The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions that could be used by online educators in many fields.
			\|community relationship=I have been teaching online at Athabasca University for the past 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines. My teaching philosophy is based on using creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. I believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make me real to the virtual learner. Most recently I have been studying artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already proven successful. However it is not well known in the online teaching community and a prepared database of photovoice learning objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. I am the best person for this project because I have experience with photovoice, I have a numerous photovoice learning objects to share and the resources to develop more.
			\|measurement=Once the photovoice database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ photovoice in their courses the more successful the project would be. I propose that we follow-up with those who use photovoice in their courses to determine the impact of the teaching strategy on students and instructors. I am currently studying the effect of photovoice in selected courses using several measures focused on students and instructors who consent to participant. These measures are -
			\|participants=Our research team would head the project. The team includes Dr. Margaret Edwards, RN, PhD Professor, Athabasca University and Cynthia Menzies, BEd, MHS (student), Athabasca University and me.

	~~\|community=The community targeted is online~~ educators ~~in any discipline~~. ~~Specifically the purpose~~ of the ~~project~~ is ~~to invent a new teaching technology that can be used by online educators around~~ the ~~world in their courses. The most tangible outcome~~ would ~~be a unique~~, ~~highly useable, creative interactive teaching technology~~ and ~~a database of photovoice images and associated questions that could be used~~ by online ~~educators in many fields~~.		I anticipate that the photovoice database resource center once created could be accessed by hundreds of educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.
	\|~~community relationship~~=~~I have been~~ teaching ~~online at Athabasca University for the past 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines~~. ~~My teaching philosophy is based on using~~ creative teaching ~~strategies to engage learners~~ and ~~encourage them to take risks and achieve high levels of academic accomplishment~~. ~~I believe strongly in the importance on interaction~~ in the online ~~classroom and invent and use~~ teaching ~~approaches that make me real~~ to ~~the virtual learner. Most recently I have been studying artistic pedagogical~~ technologies (~~APTs~~), ~~online teaching tools~~ founded in the arts. ~~Photovoice is one~~ of ~~these strategies that~~ has ~~already proven successful~~. ~~However it~~ is ~~not well known~~ in the ~~online teaching community~~ and ~~a prepared database~~ of ~~photovoice~~ learning ~~objects~~ (the ~~goal~~ of ~~this project) would provide other online teachers with~~ a resource ~~they could use~~ in ~~their own teaching. I am~~ the ~~best person for this project because I have experience with photovoice, I have a numerous~~ photovoice learning objects ~~to share~~ and ~~the resources to develop more~~.		\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. There are few references in the literature related to specific non-traditional online teaching technologies. Our team published findings related to three interactive online teaching technologies (photovoice, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005. The aesthetic nature of artistic based pedagogues links them to creativity.
	\|~~measurement~~=~~Once the photovoice database~~ and resource ~~center~~ is ~~developed and offered~~ to the ~~online teaching community the use could~~ be ~~tracked~~. ~~The more users who access~~ and ~~employ photovoice~~ in ~~their courses~~ the ~~more successful~~ the ~~project would be~~. ~~I propose that we~~ follow-up with ~~those who use photovoice in~~ their ~~courses~~ to ~~determine~~ the ~~impact of~~ the ~~teaching strategy on students~~ and ~~instructors~~. ~~I am currently studying~~ the ~~effect~~ of ~~photovoice~~ in ~~selected courses using several measures focused on students and instructors~~ who ~~consent~~ to ~~participant~~. ~~These measures are -~~		The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283).
			With the growth in communications technology, current students exhibit very different learning characteristics. Coined the “net generation,” today’s learners are “digital natives who are connected /wired,” and who “use multiple forms of communications” (Skiba, 2006, p. 162). Skiba concludes, “This generation views learning as a social and constructive activity that must be experiential, engaging, interactive, and collaborative” (p. 103).


			\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the photovoice images and affiliated questions. Members of the research team are skilled in the development of the photovoice learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. This project would need database development expertise.
			\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators around the world. What we need is the technical assistance to take the learning objects and house them in a database that can be shared. With approrpriate techinical expertise to establish and maintain this database we will have the first step in success.

			Part two of the project involves measuring the usage and effect of the photovoice learning tool in various classrooms. This challenge involves research expertise and the time and resources to follow-up with users to gather their feedback and then to make necessary adjustments to the database.

			The third challenge involves keeping the database updated by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month.
			\|sustainability=Once this is an established product it would require very little ongoing funding. Athabasca University may provide technical support to a successful product as it could be a resource for faculty from all faculties. Additional development of photovoice learning objects would be part of the normal workload of faculty involved in the project from the beginning. If additional funds are required to sustain the project grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who have funds dedicated to innovative educational projects.
			\|scalability=Yes it is scalable.
	\|legal=No		\|legal=No
	}}		}}

Beth Perry: Created page with '{{Grant Application |Project Title=Development of “Photovoice Online” an Innovative Teaching Technology |applicants=Beth Perry, Margaret Edwards, Cynthia Menzies |contact pe…'

2010-06-15T16:37:58Z

Created page with '{{Grant Application |Project Title=Development of “Photovoice Online” an Innovative Teaching Technology |applicants=Beth Perry, Margaret Edwards, Cynthia Menzies |contact pe…'

New page

{{Grant Application
|Project Title=Development of “Photovoice Online” an Innovative Teaching Technology
|applicants=Beth Perry, Margaret Edwards, Cynthia Menzies
|contact person=Beth Perry
|coordinator=Beth Perry
|start date=2010/09/01
|end date=2011/08/31
|Affiliation=Athabasca University
|Mainurl=http://www.athabascau.ca/
|Affiliated=Yes
|description=Teaching online requires inventive approaches on the part of the instructor in order to facilitate an optimum educational experience. This project involves the adaptation of a known research strategy called “photovoice” (Wang & Burris, 1997) to become an interactive online teaching technology. As online educators we have experimented in a very beginning way with the use of photovoice (PV) in two graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the distance learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006).
|output=The outcomes of this project would be to:
- translate the PV research strategy into an online teaching technology,
- trial the PV teaching strategy and make refinements,
- create a shareable database resource centre for educators who would like to use PV, and to
- disseminate details regarding the PV online teaching strategy including how to use it, the location of the PV resources resulting from this project, and the possible positive benefits of PV to distance learning.

|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is to invent a new teaching technology that can be used by online educators around the world in their courses. The most tangible outcome would be a unique, highly useable, creative interactive teaching technology and a database of photovoice images and associated questions that could be used by online educators in many fields.
|community relationship=I have been teaching online at Athabasca University for the past 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines. My teaching philosophy is based on using creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. I believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make me real to the virtual learner. Most recently I have been studying artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already proven successful. However it is not well known in the online teaching community and a prepared database of photovoice learning objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. I am the best person for this project because I have experience with photovoice, I have a numerous photovoice learning objects to share and the resources to develop more.
|measurement=Once the photovoice database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ photovoice in their courses the more successful the project would be. I propose that we follow-up with those who use photovoice in their courses to determine the impact of the teaching strategy on students and instructors. I am currently studying the effect of photovoice in selected courses using several measures focused on students and instructors who consent to participant. These measures are -
|legal=No
}}

← Older revision		Revision as of 16:42, 22 June 2010
Line 10:		Line 10:
	\|Affiliated=Yes		\|Affiliated=Yes
	\|description=Teaching online requires inventive approaches on the part of the teacher in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted by the applicants to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of digital images combined with reflective question that challenge student thinking on course topics. As online educators we have explored the use of photovoice (PV) in graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the online learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we propose primarily involves the creation of a sharable database of previously created PV learning objects that could be used by educators in many disciplines.		\|description=Teaching online requires inventive approaches on the part of the teacher in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted by the applicants to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of digital images combined with reflective question that challenge student thinking on course topics. As online educators we have explored the use of photovoice (PV) in graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the online learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we propose primarily involves the creation of a sharable database of previously created PV learning objects that could be used by educators in many disciplines.
	\|output=The outcomes of this project would be: a shareable database resource centre for educators who would like to use PV, the dissemination of details regarding the PV online teaching strategy including how to use it and possible positive benefits of PV. If funds permit additional outcomes would be guidance of new users of PV in the design of research to evaluate the effect of PV on their classes/students and the creation of additional PV ~~learning~~ objects for the database.		\|output=The outcomes of this project would be: a shareable database resource centre for educators who would like to use PV and the dissemination of details regarding the PV online teaching strategy including how to use it and possible positive benefits of PV. If funds permit additional outcomes would be guidance of new users of PV in the design of research to evaluate the effect of PV on their classes/students and the creation of additional PV teaching objects for the database.
	\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is to develop a database resource center of PV teaching objects and inform online educators re the availability and usefulness of this tool.The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions. The database could be used by online educators in many fields including ~~eduction~~, nursing and health, science, and humanities.		\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is to develop a database resource center of PV teaching objects and inform online educators re the availability and usefulness of this tool. The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions. The database could be used by online educators in many fields including education, nursing and health, science, and humanities.
	\|community relationship=The primary and co-applicant have been teaching online at Athabasca University for more than 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines.We use creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. We believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make us real to virtual learners. Currently we are leading a funded study focused on artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already shown potential. However PV is not well known in the online teaching community and a prepared database of PV ~~learning~~ objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. We am the best people for this project because we have experience with PV, we have a beginning library of photovoice ~~learning~~ objects (not currently in a shareable database) and the ability to develop more.		\|community relationship=The primary and co-applicant have been teaching online at Athabasca University for more than 10 years in both undergraduate and graduate courses in the Faculty of Health Disciplines. We use creative teaching strategies to engage learners and encourage them to take risks and achieve high levels of academic accomplishment. We believe strongly in the importance on interaction in the online classroom and invent and use teaching approaches that make us more real to virtual learners. Currently we are leading a funded study focused on artistic pedagogical technologies (APTs), online teaching tools founded in the arts. Photovoice is one of these strategies that has already shown potential. However PV is not well known in the online teaching community and a prepared database of PV teaching objects (the goal of this project) would provide other online teachers with a resource they could use in their own teaching. We are the best people for this project because we have experience with PV, we have a beginning library of photovoice teaching objects (not currently in a shareable database) and the ability to develop more.

	In 2009 we presented our preliminary research findings related to PV in a concurrent session at the ICDE World Conference on Open Learning and Distance Education in The Netherlands. Following the presentation there have been many requests from potential PV users for the database we propose to create with this project.		In 2009 we presented our preliminary research findings related to PV in a concurrent session at the ICDE World Conference on Open Learning and Distance Education in The Netherlands. Following the presentation there have been many requests from potential PV users for the database we propose to create with this project.
Line 22:		Line 22:
	We anticipate that the PV database resource center once created could be accessed by many educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.		We anticipate that the PV database resource center once created could be accessed by many educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.
	\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. Our team published findings related to three interactive online teaching technologies (PV, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005). The aesthetic nature of artistic based pedagogues links them to creativity. The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283). The creation of the PV database resource center would provide users of "the commons" with access to a new creative teaching resource and direction related to how it could be used.		\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. Our team published findings related to three interactive online teaching technologies (PV, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005). The aesthetic nature of artistic based pedagogues links them to creativity. The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283). The creation of the PV database resource center would provide users of "the commons" with access to a new creative teaching resource and direction related to how it could be used.
	\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the PV images and affiliated questions. Funds could also assist in the development of additional PV ~~learning~~ objects (digital photography and question development) and in categorizing and cross-listing ~~learning objects~~. Assistance would also be used to disseminate information about the existence of the database resource center, how to use PV, and how to design research studies to capture an understanding of the effect of PV on online students/courses. This project would need database development expertise and PV ~~learning~~ object development skills.		\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the PV images and affiliated questions. Funds could also assist in the development of additional PV teaching objects (digital photography and question development) and in categorizing and cross-listing these. Assistance would also be used to disseminate information about the existence of the database resource center, how to use PV, and how to design research studies to capture an understanding of the effect of PV on online students/courses. This project would need database development expertise and PV teaching object development skills.
	\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators. What we need is the technical assistance to take the ~~learning~~ objects we have and put them into a database resource center that users can access. With appropriate technical expertise to establish and maintain this database we will have the first step in success.		\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators. What we need is the technical assistance to take the teaching objects we have and put them into a database resource center that users can access. With appropriate technical expertise to establish and maintain this database we will have the first step in success.

	The second challenge involves keeping the database updated and making it larger by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month in the ~~beginning~~. It is anticipated that as this resource center becomes more well known users would contribute their own PV ~~learning~~ objects to the database helping it to remain current and to grow.		The second challenge involves keeping the database updated and making it larger by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month for the first year. It is anticipated that as this resource center becomes more well known users would contribute their own PV teaching objects to the database helping it to remain current and to grow.

	The third challenge is making potential users aware of this resource. This would be accomplished by sharing the resource on "the commons," presenting research related to PV at conferences and publishing ~~article~~ related to the project/PV teaching tool.		The third challenge is making potential users aware of this resource. This would be accomplished by sharing the resource on "the commons," presenting research related to PV at conferences, and publishing articles related to the project/PV teaching tool.

	Finally, the challenge of encouraging research related to the effect of PV on online courses and students would be overcome by assisting users with examples of research designs used successfully.		Finally, the challenge of encouraging research related to the effect of PV on online courses and students would be overcome by assisting users with examples of research designs used successfully.
	\|sustainability=Once established the database resource center would require very little ongoing funding. Additional development and updating of of PV ~~learning~~ objects could be provided by the users as noted above. If additional funds are required to sustain the project, grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who has funds dedicated to innovative educational projects.		\|sustainability=Once established the database resource center would require very little ongoing funding. Additional development and updating of PV teaching objects could be provided by the users as noted above. If additional funds are required to sustain the project, grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who has funds dedicated to innovative educational projects.
	\|scalability=Yes it is scalable. Additional PV ~~learning~~ objects could be added to the database to enlarge the amount of teaching material available and to make it useful to educators from a larger variety of disciplines. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add capacity to the system as the amount of educational material offered increases.		\|scalability=Yes it is scalable. Additional PV teaching objects could be added to the database to enlarge the amount of teaching material available and to make it useful to educators from a larger variety of disciplines. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add capacity to the system as the amount of educational material offered increases.
	\|resource needs=Technical assistance with database resource center development and opportunities to make Creative Commons members aware of the PV resource are the two primary needs for this project to succeed. If additional funds are available resources would be used to develop the library of PV ~~learning~~ objects and to assist users with research design to build our combined knowledge re the effects of PV on online courses and students.		\|resource needs=Technical assistance with database resource center development and opportunities to make Creative Commons members aware of the PV resource are the two primary needs for this project to succeed. If additional funds are available resources would be used to develop the library of PV teaching objects and to assist users with research design to build our combined knowledge regarding the effects of PV on online courses and students.
	\|communication=Athabasca University is a leader in open and distance university education. It is well positioned to reduce barriers to post-secondary learning for students around the world. Communication with stakeholders worldwide (students, faculty, support staff, researchers, governments, policy makers, alumni) is largely through electronic means.		\|communication=Athabasca University is a leader in open and distance university education. It is well positioned to reduce barriers to post-secondary learning for students around the world. Communication with stakeholders worldwide (students, faculty, support staff, researchers, governments, policy makers, alumni) is largely through electronic means.
	\|budget=Creative Commons Catalyst Grant.pdf		\|budget=Creative Commons Catalyst Grant.pdf
	\|legal=Yes		\|legal=Yes
	}}		}}

← Older revision		Revision as of 18:10, 21 June 2010
Line 9:		Line 9:
	\|Mainurl=http://www.athabascau.ca/		\|Mainurl=http://www.athabascau.ca/
	\|Affiliated=Yes		\|Affiliated=Yes
	\|description=Teaching online requires inventive approaches on the part of the ~~instructor~~ in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of a digital ~~image~~ combined with a reflective question that ~~challenges~~ student thinking on a course ~~topic~~. As online educators we have ~~experimented in a very beginning way with~~ the use of photovoice (PV) in ~~two~~ graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the ~~distance~~ learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we ~~are proposing~~ involves the creation on a sharable database of previously created PV learning objects that could be used by educators in many disciplines.		\|description=Teaching online requires inventive approaches on the part of the teacher in order to facilitate an optimum educational experience. A research strategy called “photovoice” (Wang & Burris, 1997) has been adapted by the applicants to become an interactive online teaching technology (Perry, 2006). The photovoice (PV) teaching strategy involves the use of digital images combined with reflective question that challenge student thinking on course topics. As online educators we have explored the use of photovoice (PV) in graduate classes in the Masters of Nursing and Masters of Leadership Programs at Athabasca University. On initial assessment it appears that PV has great potential to influence the online learning experience in a positive way. Specifically PV appears to focus student attention, stimulate creative thinking, and help create community in the online environment (Perry, 2006). The project we propose primarily involves the creation of a sharable database of previously created PV learning objects that could be used by educators in many disciplines.
	\|output=The outcomes of this project would be to: create a shareable database resource centre for educators who would like to use PV and to disseminate details regarding the PV online teaching strategy including how to use it, the location of the PV resource database resulting from this project, and the possible positive benefits of PV to distance learning.		\|output=The outcomes of this project would be to: create a shareable database resource centre for educators who would like to use PV and to disseminate details regarding the PV online teaching strategy including how to use it, the location of the PV resource database resulting from this project, and the possible positive benefits of PV to distance learning.
	\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is develop a database resource center of PV teaching objects and inform online educators re the availability and usefulness of this tool.The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions that could be used by online educators in many fields including eduction, nursing and health, science, and humanities.		\|community=The community targeted is online educators in any discipline. Specifically the purpose of the project is develop a database resource center of PV teaching objects and inform online educators re the availability and usefulness of this tool.The most tangible outcome would be a unique, highly usable, creative interactive teaching technology and a database of photovoice images and associated questions that could be used by online educators in many fields including eduction, nursing and health, science, and humanities.
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	\|measurement=Once the photovoice database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ photovoice in their courses the more successful the project would be. I propose that we follow-up with those who use photovoice in their courses to determine the impact of the teaching strategy on students and instructors. I am currently studying the effect of photovoice in selected courses using several measures focused on students and instructors who consent to participant. These measures are the Social Presence Scale (Richardson & Swan, 2003) and the Classroom Cohesion Scale (Rovai, 2002).		\|measurement=Once the photovoice database and resource center is developed and offered to the online teaching community the use could be tracked. The more users who access and employ photovoice in their courses the more successful the project would be. I propose that we follow-up with those who use photovoice in their courses to determine the impact of the teaching strategy on students and instructors. I am currently studying the effect of photovoice in selected courses using several measures focused on students and instructors who consent to participant. These measures are the Social Presence Scale (Richardson & Swan, 2003) and the Classroom Cohesion Scale (Rovai, 2002).

	Another indication of success of the project would be if users contribute PV teaching objects that they develop to the database resource center.		Another indication of success of the project would be if users contribute PV teaching objects that they develop to the database resource center.
	\|participants=Our research team would head the project. The team includes Dr. Margaret Edwards, RN, PhD Professor, Athabasca University and Cynthia Menzies, BEd, MHS (student), Athabasca University and me.		\|participants=Our research team would head the project. The team includes Dr. Margaret Edwards, RN, PhD Professor, Athabasca University and Cynthia Menzies, BEd, MHS (student), Athabasca University and me.

	I anticipate that the photovoice database resource center once created could be accessed by hundreds of educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.		I anticipate that the photovoice database resource center once created could be accessed by hundreds of educators worldwide (English speaking). We would solicit a group of approximately 20 users to test the database once it is established. Once the database is functional we would advertise its availability on CC sites, in scholarly conference presentations and papers published in academic journals read by online teachers.
	\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. Our team published findings related to three interactive online teaching technologies (photovoice, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005). The aesthetic nature of artistic based pedagogues links them to creativity. The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283). The creation of the photovoice database resource center would provide users of "the commons" with access to a new creative teaching resource.		\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. Our team published findings related to three interactive online teaching technologies (photovoice, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005). The aesthetic nature of artistic based pedagogues links them to creativity. The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283). The creation of the photovoice database resource center would provide users of "the commons" with access to a new creative teaching resource.

	\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the photovoice images and affiliated questions. Funds could also assist in the development of the a wide range of photovoice learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. Assistance would also be used to disseminate information about the existence of the database resource center and how to use PV. This project would need database development expertise and photovoice learning object development skills.		\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the photovoice images and affiliated questions. Funds could also assist in the development of the a wide range of photovoice learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. Assistance would also be used to disseminate information about the existence of the database resource center and how to use PV. This project would need database development expertise and photovoice learning object development skills.
	\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators. What we need is the technical assistance to take the learning objects we have and put them into a database resource center that users can access. With appropriate technical expertise to establish and maintain this database we will have the first step in success.		\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators. What we need is the technical assistance to take the learning objects we have and put them into a database resource center that users can access. With appropriate technical expertise to establish and maintain this database we will have the first step in success.
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	The third challenge is making potential users aware of this resource. This would be accomplished by sharing the resource on the commons, presenting research related to PV at conferences and publishing article related to the project/PV teaching tool.		The third challenge is making potential users aware of this resource. This would be accomplished by sharing the resource on the commons, presenting research related to PV at conferences and publishing article related to the project/PV teaching tool.
	\|sustainability=Once this is an established the database resource center would require very little ongoing funding. Additional development and updating of of photovoice learning objects could be provided by the users as noted above. If additional funds are required to sustain the project, grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who has funds dedicated to innovative educational projects.		\|sustainability=Once this is an established the database resource center would require very little ongoing funding. Additional development and updating of of photovoice learning objects could be provided by the users as noted above. If additional funds are required to sustain the project, grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who has funds dedicated to innovative educational projects.
	\|scalability=Yes it is scalable. Additional photovoice learning objects could be added to the database to enlarge the amount of teaching material available and to make it useful to educators from a larger variety of disciplines. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add memory etc. to the system as the amount of educational material offered increases.		\|scalability=Yes it is scalable. Additional photovoice learning objects could be added to the database to enlarge the amount of teaching material available and to make it useful to educators from a larger variety of disciplines. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add memory etc. to the system as the amount of educational material offered increases.
	\|resource needs=Technical assistance with database resource center development and opportunities to make Creative Commons members aware of the photovoice resource are the two primary needs for this project to succeed.		\|resource needs=Technical assistance with database resource center development and opportunities to make Creative Commons members aware of the photovoice resource are the two primary needs for this project to succeed.

← Older revision		Revision as of 17:21, 15 June 2010
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	\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. There are few references in the literature related to specific non-traditional online teaching technologies. Our team published findings related to three interactive online teaching technologies (photovoice, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005. The aesthetic nature of artistic based pedagogues links them to creativity.		\|impact=Photovoice is a creative teaching strategy. Online teachers need creative teaching technologies that maximize interaction, social presence, and community. There are few references in the literature related to specific non-traditional online teaching technologies. Our team published findings related to three interactive online teaching technologies (photovoice, virtual reflective centers, and conceptual quilting) demonstrating positive educational outcomes (Perry & Edwards, 2005; Perry & Edwards, 2006; Perry, Dalton, & Edwards, 2009). Interestedly these three strategies are founded in the arts (visual arts and drama). Such artistic approaches value aesthetics as well as reason (Schneiderman, 2005. The aesthetic nature of artistic based pedagogues links them to creativity.
	The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283).		The worth of the arts as a teaching tool has been recognized in face-to-face education (Brett-McLean, 2007) yet the translation of creativity and artistic pedagogy to the online classroom seems to be a new idea. Researchers say there is a need to move from traditional pedagogies which no longer satisfy today’s learner and to “develop and implement alternative interpretative pedagogies” (Brown, Kirkpatrick, Magnum, & Avery, 2008, p. 283).
	With the growth in communications technology, current students exhibit very different learning characteristics. Coined the “net generation,” today’s learners are “digital natives who are connected /wired,” and who “use multiple forms of communications” (Skiba, 2006, p. 162). Skiba concludes, “This generation views learning as a social and constructive activity that must be experiential, engaging, interactive, and collaborative” (p. 103).		With the growth in communications technology, current students exhibit very different learning characteristics. Coined the “net generation,” today’s learners are “digital natives who are connected /wired,” and who “use multiple forms of communications” (Skiba, 2006, p. 162). Skiba concludes, “This generation views learning as a social and constructive activity that must be experiential, engaging, interactive, and collaborative” (p. 103).


	\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the photovoice images and affiliated questions. Members of the research team are skilled in the development of the photovoice learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. This project would need database development expertise.		\|tech needs=This project will require technical assistance with the development of a searchable database resource center that will house the photovoice images and affiliated questions. Members of the research team are skilled in the development of the photovoice learning objects (digital photography and question development) and in categorizing and cross-listing learning objects. This project would need database development expertise.
	\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators around the world. What we need is the technical assistance to take the learning objects and house them in a database that can be shared. With ~~approrpriate techinical~~ expertise to establish and maintain this database we will have the first step in success.		\|challenges=Challenges would be minimal. We have an idea for a creative teaching tool and a vision for how this resource could be accessed and used by educators around the world. What we need is the technical assistance to take the learning objects and house them in a database that can be shared. With appropriate technical expertise to establish and maintain this database we will have the first step in success.

	Part two of the project involves measuring the usage and effect of the photovoice learning tool in various classrooms. This challenge involves research expertise and the time and resources to follow-up with users to gather their feedback and then to make necessary adjustments to the database.		Part two of the project involves measuring the usage and effect of the photovoice learning tool in various classrooms. This challenge involves research expertise and the time and resources to follow-up with users to gather their feedback and then to make necessary adjustments to the database.
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	The third challenge involves keeping the database updated by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month.		The third challenge involves keeping the database updated by adding new images and questions. This could be addressed by having design and technical assistance approximately 1 day per month.
	\|sustainability=Once this is an established product it would require very little ongoing funding. Athabasca University may provide technical support to a successful product as it could be a resource for faculty from all faculties. Additional development of photovoice learning objects would be part of the normal workload of faculty involved in the project from the beginning. If additional funds are required to sustain the project grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who have funds dedicated to innovative educational projects.		\|sustainability=Once this is an established product it would require very little ongoing funding. Athabasca University may provide technical support to a successful product as it could be a resource for faculty from all faculties. Additional development of photovoice learning objects would be part of the normal workload of faculty involved in the project from the beginning. If additional funds are required to sustain the project grants would be sought from other funding agencies such as the Western Regional Canadian Association of Nurses who have funds dedicated to innovative educational projects.
	\|scalability=Yes it is scalable.		\|scalability=Yes it is scalable. Additional photovoice learning objects could be added to the database to enlarge the amount of teaching material available. Additional users could be added as the teaching strategy becomes more well known and popular in educational communities. It may be necessary to add memory etc. to the system as the amount of educational material offered increases by this addition would have a proportional impact on performance.
			\|resource needs=Technical assistance with database resource center development and opportunities to make g Creative Commons members aware of the photovoice resource are the two primary needs for this project to succeed.
			\|communication=Athabasca University is a leader in open and distance university education. It is well positioned to provide reduce barriers to post-secondary learning to students around the world. Communication with stakeholders around the world (students, faculty, support staff, researchers, governments, policy makers, alumni) is largely through electronic means.
	\|legal=No		\|legal=No
	}}		}}