Harnessing Technology for Promoting Undergraduate Art Education: A Novel Model that Streamlines Learning between Classroom, Museum, and Home


We tend to report on the event and evaluation of an innovative instructional model, that harnesses advanced technologies and native resources (an in-campus museum), to support undergraduate-level art history students in developing the abilities required for analyzing design. Theory suggests that analyzing artwork requires theoretical knowledge and sensible expertise gained through essential dialogue and inquiry of original artwork. An tutorial model was designed in that technology (website, collaborative docs, and mobile apps) supported streamlining of learning across settings (category, museum, and home) and conducting collaborative inquiry in situ (e.g., museum). Using a style research approach, the model was studied in 3 aspects: its potential to enable instructors to implement the cognitive apprenticeship instructional approach; its contribution to the scholars’ development of independence and self-efficacy in analyzing design; and the contribution of technology to streamlining learning between settings. Knowledge was collected from two enactments of the course. Findings indicate that the instructors gradually pale their modeling and coaching enabling students to become additional active, hence the model we designed was largely implemented by the instructors. Furthermore, it supported students’ gradual development of independence in practicing the newly learned skills. From the students’ perspective, the integrated technologies created seamless learning between the 3 settings.

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