Teaching an Online Graduate Multimedia Design Course Using Studio-Based Pedagogy


This design narrative describes the iterative process of redesigning a multimedia design and applications graduate course from a face-to-face to an online distance education format, attempting to replicate critical elements of studio-based pedagogy in a primarily asynchronous environment.  The authors document their experiences from the initial planning phase of the course design process throughout the facilitation stages of teaching and learning during the duration of the sixteen-week course.  Using a variety of data sources, including instructor observations, reflections, and journals, as well as student generated data such as products, communications among classmates and with the instructors, mid-semester (formative) and post-semester (summative) course evaluations, and student interviews, the authors describe this process and offer consideration for future designers within this narrative.  As they documented and reflected on this experience, the instructors focused particular attention to the following elements: specific instructional technology resources that facilitated student understanding of course content and the instructional design process, logistical and technological barriers and steps taken to mitigate those barriers, and how to use their experiences to improve future iterations of the course.


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How to Cite
. Teaching an Online Graduate Multimedia Design Course Using Studio-Based Pedagogy. International Journal for Scholarship of Technology Enhanced Learning, [S.l.], v. 1, n. 2, may 2017. ISSN 2472-5161. Available at: <http://ejournals.library.gatech.edu/ijsotel/index.php/ijsotel/article/view/23>. Date accessed: 18 aug. 2017.


design narrative; online course development; studio-based pedagogy; online learning & pedagogy; multimedia design