• #arthistory: Instagram and the Intro to Art History Course

    Author(s):
    Hallie Scott
    Editor(s):
    Elizabeth J. Clark
    Date:
    2020
    Subject(s):
    Evaluation
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Assessment, DPih Course Material or learning objects, Practice, Learning objectives, Tool, Rubric, Digital pedagogy, Composition, Assessment, Collaboration
    Permanent URL:
    http://dx.doi.org/10.17613/p0xp-vw18
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Students curate a series of images on Instagram and connect them to key course concepts. Then they write a short comparative paper based on the class Instagram images. These short papers culminate in a final paper. Hallie Scott, the creator of the assignment, notes in the assignment description, “By requiring students to build on their Instagram posts through written analyses, Parts 2 and 3 of the assignment reinforce the connections made in Part 1 and further encourage original analysis (as well as discourage plagiarism.) They also strengthen visual and contextual analytic skills while directly demonstrating how these skills apply to the contemporary environment.” This assignment demonstrates scaffolding as low-stakes assignments lead to a high-stakes assignment. The faculty member has the opportunity to assess student learning periodically prior to the final high stakes assignment, allowing for faculty member feedback and guidance in the process. The assignment also integrates a variety of skills.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial
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