Blended learning Marjan Groot Universiteit Leiden Chair BA

Blended learning Marjan Groot Universiteit Leiden Chair BA Art History and MA Arts and Culture

Pilot: for four courses in BA 1 A Introduction to Architecture, basic lecture course level 100 (has priority until December 2012) B Design and material culture Capita Selecta 500 present, basic lecture course level 100 C Introduction to World Art Studies, lecture course with theory component, level 200 D Representation: culture and meaning, course with a mixture of lectures and assignments, level 200

A Introduction to Architecture: bad course results, circa 75% of the students fail to pass the exam B Design and material culture Capita Selecta 500 -present: has no problems and had a small pool of questions available to tryout several types of questions in Blackboard A+B: are similar in structure and exams always had image-questions and essay-questions C Introduction to World Art Studies: bad course results (although not as bad as A and end results were significantly better after the second exam three months later). D Representation: culture and meaning: joint course with literary studies, evaluations are not so good. Has been reorganized with a new coursebook and we expect it to be better evaluated this year. Yet some blended learning may support the course. NB: two years ago all courses were re-organized around a minimum of two exams instead of one final exam at the end of the course.

preparations • Question pool: number of questions for the exam x 5 -8 (better even: x 10, more choice). • In this pool: different types of questions with varying grade points. A student assistent ‘translates’ the questions into the BB format • handout 1 Question types • handout 2 Question matrix for course B • handout 3 Question in BB format • NB: once there is a Q-pool, blackboard can make new exams from it with various types and numbers of questions

Pilot in BA 1 Art History program • not yet blended enough • we decided to first develop digital exams via BB of modest blend and for more courses at the same time; we believe we can work out the blended element easy enough once we get to know the principle and possibilities (NB: staff must be interested and not many teachers want to invest time in new things) • From a large mid-term exam in BB with a variation of types of questions we can extract shorter exams or assignments of two or three questions after one or two lectures (= a better blend)

Exam for practicing Design and material culture capita selecta 500 -present BA 1, see the handouts This example represents part 1 of the exam. The exam has 10 questions and makes up 50% of the final grade. Total of points = 100, number of points are given with each question. The exam covers the following course material: 1) John Heskett, Design. A Very Short Introduction, Chapters 1 and 2 2) Summaries of Lectures 1 -7 in the course reader 3) Images of Lectures 1 -7 as powerpoint files 4) Texts and illustrations in the reader on - techniques of crafts - ornament and design

Q 1 (15 points) John Heskett gives the following definition of Design (p. 5) ‘the human capacity to shape and make our environment in ways without precedent in nature, to serve our needs and give meaning to our lives. ’ Q: Discuss three elements of design from lectures 1 t/m 7 which support and illustrate this definition.

Q 2 (5 points): The most important technique used in this artefact is called: a) Niëllo b) Email champlevé c) Email cloisonné d) Glyptic

Q 3 (10 points): Explain the concept narrativity with regard to this series of tapestries. Include in your answer a definition of ‘narrativity’.

NB: course aims are important - Which facts, things, do I want the students to learn and know after this course? - which principles do I want the students to understand after this course? - which theoretical concepts do I want the students to be able to apply themselves after this course? - Etc. BA 1 course: students need to get basic visual understanding of and historical insight in design history But: questions that BB makes possible also give feedback upon the way you (as the teacher) structure your course and help you to rethink your course to increase the effect of learning

Q 4 (10 points): a) Which ornament is depicted? b) Where does the term of the ornament come from?

Nikolaus Pfaff, Chalice with lid of rhinoceros horn and on the lid the tusk of a tiger-swine, Guilded silver mounting with maskeron-head, Prague, 1611, h. 49. 7 cm. Q 5 (10 points) This object symbolizes and represents: a) A combination of nature and art b) A succesful hunting party c) A long and happy marriage d) A religious ritual

Q 6 (10 points) This image is: a) a painting b) a fresco c) a cartoon for a tapestry d) a design drawing

Q 7 (15 points) Explain who Paulus van Vianen was and what his profession was.

Q 8 (5 points): This Cabinet from Hôtel Colbert de Villacerf must be dated: a) circa 1450; b) circa 1800; c) circa 1650; d) 1700

Q 9 (5 points): In art historical literature, this anatomical theatre (1600) is sees as source of inspiration for: a) The Auricular style in silver and gold; b) the Baroque in interior design

Q 10 (15 points) • Explain the difference between primary sources and literature when you want to do research after Design and material culture • Mention three different sources that have been discussed in lectures 1 -7

Blended learning • mix of various types of assignments and questions in 1 course in order to keep students actively engaged during the course and to stimulate them to work • works with the course via blackboard • many options for types of questions and assignments • Teacher works with types of questions (s)he finds most suitable • Blackboard can correct an exam with closed questions and for a course that is taught each year → less work for the teacher • Closed questions give course statistics; these show whether questions are well formulated and give the teacher feedback on the exam • Etcetera…

- - - options A number of short assignments before the final exam, e. g. two or three questions that students prepare or make before or after the lecture, with feedback during the lectures Practices in BB without feedback in the lectures to see if students understand the lectures Step for step assignments: students make small assignments and can only go to the next assignment after they have succesfully made the first can be made online, also with an online lecture It is hard to crib or copy answers because questions are given at random and in a different order for each student BB can give feedback on the answers a discussion board option for answers short films can be uploaded for an assignment

Architecture • Is the course that has priority now; other three will follow this one