Welcome!

This digital portfolio contains my personal reflections, thoughts and ideas as I complete Education 537: Desigining Web-Based Learning. This digital portfolio contains information about me, useful links, resources, and discussions. It was intended to be a reflection of my experiences as I navigated through the course but it has also turned into a resource that I am looking forward to using in my teaching in the Fall.

This digital portfolio has been completed as part of the course requirements for Education 537: Designing Web-Based Learning. The final project for this course was a group BatQuest designed for primary students. This course is part of the Masters in Technology Education offered conjointly through Cape Breton University and Memorial University.

Comments or suggestions are welcome,
Alanna

Unit 4 ~ Article Summaries

Gilbert, J., Morton, D., & Rowley, J. (2007). e-Learning: The student experience. British Journal of Educational Technology, 38(4), 560–573.

Gilbert, Morton & Rowley discuss the findings of a qualitative study on student evaluations of and e-learning module in the article e-learning: The student experience. The article starts with a justification of the study citing the need to understand student’s experiences in e-learning since there has been such a rapid growth in this type of education and industry. A literature review discusses the multiple frameworks used in e-learning environments and their key components. Key components identified include: technology, pedagogy, organizational context, creativity, cybernetics, interaction, and evaluation. Past research has focused on online communities, e-assessment, judging text on screen, factors that influence learners’ use of online learning, e-learning dialogues, and the social dimensions of online learning. In this study, Gilbert, Morton & Rowley focus on the on students experiences since “much e-learning fails to live up to learner expectations” (p. 562).

The results of the study indicate aspects of the module that are useful (ie. practical applications, subject content, learning about methodologies, and discussion forums and support from peers) and aspects of the modules that can be improved (ie. Usability and robustness of platform, availability of papers online, currency of study materials, support for students in scheduling their work). The study found that most students followed the learning order suggested by the tutor but some liked to engage with the material in different sequences. Because students liked the mobility of printed or download objects, the e-learning environment was used more as a place to access information rather that an integrated environment. A discussion of the role of instructors revealed that students do not understand the role of tutor’s roles and many students expect more input and interaction from them. Another interesting point is that despite the fact that students like discussion forums, they are often reluctant to the first contributor.

Gilbert, Morton & Rowley recognize the need for further research including:

• How do students engage with e-learning materials and activities, and what impact do different learning strategies and tactics have on learning success?
• Are e-learning processes dependent on individual differences, as represented by learning styles and preferences, or can they be explored at a group level, with a focus on groups profession, and study discipline?
• How can students be supported in the development of their notions of their own and their tutor’s roles in e-learning environments?
• How can out understanding of learner-to-learner interaction in the learning process be enhanced in order that it can be facilitated more effectively in multichannel learning environments?

Williams, B. (2005). Formal online discussions: Reflections on process. Educational Technology & Society, 8(1), 1-7.

The International Forum of Educational Technology & Society (IFETS) model for moderated and formal discussions is the focus of the article Formal online discussions: Reflections on process. Five areas considered by Williams include:

1. Hosting the discussion
2. Maintaining archive
3. preserving privacy
4. providing guidelines/models for moderators, and
5. providing guidelines for citing contributions

Limitations of the current IFETS approach are discussed (ie. Difficulty reading long posts, difficult to perceive context of contributions, difficult to replicate multi-participant discussions, moderators have to pull contributions together, aesthetically basic). Essential space characteristics discussed include: facilitating in-depth discussion, push communication, archiving facility, portability, no/low cost). Desirable features mentioned include: no client installation, aesthetically pleasing interface, and participant profiles. Discussion spaces can be collaborative workspaces, web-based, and/or e-mail.

William identifies essential features of archives; these include: messages stored chronologically, search facility. Desirable features include: view formal discussion contributions in context of pre-discussion document, various viewing options, and hide quoted text options.

Williams raises questions regarding preserving privacy for participants in formal and moderated discussions. It is suggested that inappropriate behaviour issues be resolved by signing a code of behaviour.

Guidelines and models for moderators is the fourth consideration offered by Williams. He discusses two common models currently used. The first model being a moderator-participant role whereby the moderator is a significant participant in the discussion (more like a traditional teacher). The second model being a participant-participant model whereby the moderator keeps a low profile (more like a facilitator).

The fifth topic that Williams addresses is providing guidelines for citing contributions. Williams identifies the need to have guidelines since users of formal and moderated discussion forums experience the need to reference these discussions. When the thoughts and opinions of others in discussion forums are being referenced in papers, what is expected? A very interesting question.

Williams concludes the article with four questions:

1. What are the ideal specifications of a system for hosting and arquiving formal online discussions?
2. Is there a case for moving away from the e-mail list-serve model?
3. If the answer to 2 is yes, what would be the best alternative?
4. Is there a need for guidelines relating to the role of moderator and to citing contributions in formal online discussions?
   

MUN/CBU Coursework

Courses and assignments completed so far:

MUN 6100 ~ Research Design & Methods in Education
Assignment 1: Locating and Analyzing Published Research in the Three “Traditions of Enquiry”
Assignment 4: Critical Analysis of Anderson’s Article Teaching (with) Disability: Pedagogies of Lived Experiences

MUN 6620 ~ Issues & Trends in Educational Computing
Assignment 1: Integrating Technology in Art Education
Assignment 2: Interactive White Boards and their Use in a Constructivist Educational Environment: An Analytical Literature Review (scroll to the bottom of the wiki)
Assignment 3: Where Do We Go From Here? The Future of Educational Technology & Learning: A Critical Reflection

MUN 6802 ~ Adult Learning and Development
Assignment A: Part 1: My Adult Learning Experience
Assignment A: Part 2: Summary
Assignment B: A Review and Analysis of Andragogy (group project)
Assignment C: E-Learning and the Adult Learner: A Critical Analysis

CBU 535 ~ Applications of Learning Theory in Education Multimedia Design
Assignment 1a: Position Analysis: Applications of Learning Theory in Education Multimedia Design
Assignment 1 b: Website Analysis
Assignment 2: Concept Map (group project)
Assignment 3: Multimedia Project (group project)

CBU 537 ~ Designing Web-Based Learning
Assignment 1: Ongoing Course Electronic Portfolio
Assignment 2: Concept Mapping (group project)
Assignment 3: Group Web Design & Lesson Plan (group project)

CBU 539 ~ Techology Planning for Educational Environments
Assignment 1: Classroom Level Technology Plan - Draft #1
Assignment 2: Standards, Professional Development & Self-Assessment
Assignment 3: Final Classroom Level Technology Plan

Junior High Art

Resources that I have used in the past:
Folk Art
Folk Art Canada
From the Heart Folk Art
Black Sheep Gallery

Museums/Galleries
The Museum of Modern Art
The Metropolitan Museum of Art
The Guggenheim
American Museum of Natural History
The Tate
The National Gallery, London
National Gallery of Canada
The Victoria and Albert Museum
The Hunterian Museum
The Saatchi Gallery
The Art Gallery of Ontario
The Rooms
Vancouver Art Gallery
Art Gallery of Nova Scotia
Christina Parker Gallery
Emma Butler Gallery
SWGC Art Gallery
The Andy Warhol Museum
Keith Haring (this is a childrens site)

Calligraphy Practice (especially good if you use a tablet!)
Drawing Techniques for pen & ink (great resource that I have used)
Heilbrunn Timeline of Art History (good for research projects)
Pop Art How-to (great pop art how-to for photoshop)
ArtPad (students LOVE this site)

Newfoundland & Labrador Junior High Curriculum Outcomes

Here are resources that I have recently found:
How to make flip books
Read Write Think Flip Book Animation
Shmonster Creative Corner
Land Art Animation
Cartoon Classics Directory and Animation Database
Walt Disney Animation Studio
Flip Book & Animation
Lesson Planet Animation Resources

Junior High English Language Arts

I know that I will be teaching Grade 8 ELA this year so I searched the web for resources. I can't wait to use and share what I have found so far.

Walk Two Moons
Sharon Creech's Website
Carol Hurst's Children's Literature Site
Teacher CyberGuide
Scholastic Lesson Plans
The Glencoe Literature Study Guide
Map of Idaho (Enchanted Learning)
Walk Two Moons: An Integrated Unit
Discussion Questions & Interview with Sharon Creech

Make or Break Spring
Janet McNaugton's Website
Brother Rice Resource
Biography of Janet McNaughton



SMART Activities
Speech Writing
Descriptive Writing

Independent Novel Activities

Graphic Organizers

Choice Literacy

English Companion

WritingFix

Poetry Quiz

Apple Learning Interchange

English Language Arts Curriculum Guide Grades 7-9

Constructivism

A list of sites/resources that I have used in some of my courses:

Elizabeth Murphy - Constructivism: From Philosophy to Practice
I took a course (ED 6620) from Elizabeth last summer and it was my favorite so far.

Constructivist Theory

Classroom Applications of Constructivism

Constructing Knowledge in the Classroom

Jean Piaget

Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative Research Methodology for Investigating Teaching and Learning: The Use of Interactive Whiteboard Technology. Educational Review, 57(4), 457. (ERIC Document Reproduction Service No. EJ721763) Retrieved July 20, 2008, from ERIC database.

Beisser, S., & Gillespie, C. (2003). Kindergarteners Can Do It - So Can You: A Case Study of a Constructionist Technology-rich First Year Seminar for Undergraduate College Students. Information Technology in Childhood Education, 243-260.

Clyde, L. A. (2004). Electronic Whiteboards. Teacher Librarian, 32(2), 43-45.

De Lisi, R. (2002). From Marbles to Instant Messenger: Implications of Piaget’s Ideas About Peer Learning. Theory Into Practice, 41(1), 5-12.

Gallini, J. K., & Barron, D. D. (2001). Participants' Perceptions of Web-infused Environments: A Survey of Teaching Beliefs, Learning Approaches, and Communication. Journal of Research on Technology in Education, 34(2), 139-156.

Hall, I., & Higgins, S. (2005). Primary School Students' Perceptions of Interactive Whiteboards. Journal of Computer Assisted Learning, 21(2), 102. (ERIC Document Reproduction Service No. EJ686116) Retrieved July 20, 2008, from ERIC database.

Judson, E. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597.

Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations [computer file]. Journal of Educational Technology & Society, 8(1), 17-27.

Martin, S. (2007). Interactive Whiteboards and Talking Books: A New Approach to Teaching Children to Write?. Literacy, 41(1), 26. (ERIC Document Reproduction Service No. EJ759819) Retrieved July 20, 2008, from ERIC database.

Mounce, A. (2008). Teaching Content with Interactive Whiteboards. Journal of Special Education Technology, 23(1), 54-58.

Neo, M. (2007). Learning with Multimedia: Engaging Students in Constructivist Learning. International Journal of Instructional Media, 34(2), 149-158.

Ng'ambi, D., & Johnston, K. (2006). An ICT-mediated Constructivist Approach for Increasing Academic Support and Teaching Critical Thinking Skills. Journal of Educational Technology & Society, 9(3), 244-53.

Okan, Z. (2003). Edutainment: Is learning at Risk? British Journal of Educational Technology, 34(3), 255-264.

Patokorpi, E. (2007). Logic of Sherlock Holmes in Technology Enhanced Learning. Journal of Educational Technology & Society, 10(1), 171-185.

Prater, M. (2001). Constructivism and Technology in Art Education. Art Education, 54(6), 43-48.

Rosenfeld, M. & Rosenfeld, S. (2006). Understanding Teacher Responses to Constructivist Learning Environments: Challenges and Resolutions. Science Education, 90(3), 385-399.

Schroeder, R. (2007). Active Learning with Interactive Whiteboards: A Literature Review and a Case Study for College Freshmen. Communications in Information Literacy, 1(2), 64-73.

Smith, F., Hardman, F., & Higgins, S. (2006). The Impact of Interactive Whiteboards on Teacher--Pupil Interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal, 32(3), 443. (ERIC Document Reproduction Service No. EJ736165) Retrieved July 20, 2008, from ERIC database.

Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive Whiteboards: Boon or Bandwagon? A Critical Review of the Literature. Journal of Computer Assisted Learning, 21(2), 91. (ERIC Document Reproduction Service No. EJ686115) Retrieved July 20, 2008, from ERIC database.

Wall, K., Higgins, S., & Smith, H. (2005). The Visual Helps Me Understand the Complicated Things: Pupil Views of Teaching and Learning with Interactive Whiteboards. British Journal of Educational Technology, 36(5), 851. (ERIC Document Reproduction Service No. EJ694159) Retrieved July 20, 2008, from ERIC database.

Wood, R., & Ashfield, J. (2008). The Use of the Interactive Whiteboard for Creative Teaching and Learning in Literacy and Mathematics: A Case Study. British Journal of Educational Technology, 39(1), 84-96.

Woodard, B. S. (2003). Technology and the Constructivist Learning Environment: Implications for Teaching Information Literacy Skills. Research Strategies, 19(3-4), 181-192.

Zualkernan, I. A. (2006). A Framework and a Methodology for Developing Authentic Constructivist E-Learning Environments. Journal of Educational Technology & Society, 9(2), 198-212.

Bringing Constructivist Integration Theory Out of the Clouds: Has it Landed Yet?

Teaching Perspectives

Conceptions of Teaching


Here is a snip of a Teaching Perspectives Profile that I completed on the Teaching Perspectives Inventory site by Daniel D. Pratt.





In summary here are the results:


Transmission total: (Tr) 32.00
Apprenticeship total: (Ap) 31.00
Developmental total: (Dv) 35.00
Nurturance total: (Nu) 39.00
Social Reform total: (SR) 32.00

Here is what Pratt has to say about Nuturing:

Effective teaching assumes that long-term, hard, persistent effort to achieve comes from the heart, not the head. People become motivated and productive learners when they are working on issues or problems without fear of failure. Learners are nurtured in knowing that
(a) they can succeed at learning if they give it a good try;
(b) their achievement is a product of their own effort and ability, rather than the benevolence of a teacher; and
(c) their learning efforts will be supported by both teacher and peers.


Good teachers care about their students and understand that some have histories of failure resulting in lowered self-confidence. However they make no excuses for learners. Rather, they encourage their efforts while challenging students to do their very best by promoting a climate of caring and trust, helping people set challenging but achievable goals, and supporting effort as well as achievement. Good teachers provide encouragement and support, along with clear expectations and reasonable goals for all learners but do not sacrifice self-efficacy or self-esteem for achievement. Their assessments of learning consider individual growth as well as absolute achievement.


Refer to the Summary of Five Perspectives on "Good Teaching" for all of the Perspectives.


Unit 2: Discussion Activity


Jamie MacKenzie - Grazing the Net: Raising a Generation of Free Range Students

Questions to consider:
Is the future here? If yes, how is that the case (site examples)? If not, why not?
What do you think about his ideas?
How far away or close to this idea are we at present?

Greg I really appreciate your thoughts about the amounts and extent of information that students have at their fingertips along with the various mediums and devices they use to communicate. The problem that arises from all this wonderful and new technology stems from what to do with all this information. I think this is a major argument that MacKenzie is trying to make. His discussion on free range students vs. those impregnated with hormones and chemicals of the Net is a very relevant issue in today's classrooms despite the fact that the article was written 15 years ago. A major battle that I have with students in grade 9 ELA involves students conducting research. Our school purchased very expensive access to ELibrary. For those who do not know, ELibrary is an online library hosted by Proquest which provides students with relevant, accurate and appropriate material for research; it is a great resource. Students find it much more labor intensive and not as user friendly and always want to use sites that are not as accurate or trustworthy (wikipedia for example). A good portion of our research time is spent introducing students to ELibrary. This can be frustrating for me as a teacher as well as a student who just wants to get to the research.

Is the future here? There are many answers to this question. Yes, when you think about all the amazing technological devices. Maybe not when you think about how people - not just students - do not know how to best incorporate this technology into our lives not to mention the existing school structures and curriculum. A major shift in attitudes about assessment and evaluation will have to occur before the future of educational technology can be fully realized. A quote from the article that I found interesting was "students may not know what they don't know". This is where a shift in 'information gathering'vs 'student questioning' can take place. Our current approach to assessment and evaluation does not often allow for "sifting, sorting, weighing information to gain an insight or solve a problem". Are we close? There is a lot of work that still needs to be done.


Unit 4: Online Teaching and E-Moderating Discussion Activity

Take a moment and brainstorm the ideal online moderator for you. Think about the first time you went online vs. now. If you were taking an online course or a course with an online discussion component, for the first time...

What characteristics would you want to see? Why? What would you need to know? How would you get this information? What would frustrate you?

It is quite difficult for me to imagine what it would be like to be taking an online course for the first time since this is my sixth online masters course. I have had all kinds of experiences as I am sure many of you have as well. While I was initially apprehensive about the online course thing, I can honestly say the positives outweigh the negatives.

What characteristics would you want to see? Why?
As a first time and experienced online learner, I appreciate a course menu that is logical and prominent. It is a key feature of an online learning environment that I continually rely on to help me navigate through the information.

Another key feature is a Click Here to Start or Welcome email from the professor. These help you not get too overwhelmed when you log on to a course for the first time because it gives you tasks that you need to complete right away as well as a rationale for the course. A course schedule with timelines and assignment dates it also very important.

It would also be important to be able to easily contact the moderator and that the moderator respond to questions in a reasonable amount of time.

If these components were not used, it would be hard to imagine how a student could succeed in this environment.

What would you need to know?
I would need to know the following:

• outcomes and expectations for the course
• what assignments/discussions that would be required
• due dates for assignments/discussions
• how to navigate and use the online environment
• how/where to find the information to complete assignments/discussions
• how to contact the professor
• where to communicate with classmates

How would you get this information?
This information would hopefully be found or provided by the moderator in an organized way.

What would frustrate you?
Some frustrations of the first time online learner include:

• As mentioned earlier, not being able to navigate and find information in the learning environment
• Not being able to communicate with peers/moderators in a timely manner
• Working in a group where the work is unevenly completed is a big turn off
• Links that do not work or are inactive
• Dates that are inconsistent throughout the course environment
• The professor not being able to 'use' the online learning environment
• Activities that do not relate or are out of sync with the course
• Information/discussion postings that are not clear or concise

Supplies/Resources

Here is a list of art suppliers that I have used in the past:

Davis Art

School Specialty Saks

B & B School Supplies

Corporate Express

Dick Blick Art Supplies

Canadian Art Magazine

School Arts Magazine

ARTnews

Lesson Ideas

Here is a list of sites/resources that I have used in the past for lesson development:

The Incredible Art Department is a FANTASTIC resource for all things art related. It has an extensive database for art lesson plans that I have used throughout the years. It has recently undergone upgrading and it is better than ever.

KinderArt is a site that I used to get lots of new ideas. It tends to be more suitable for elementary students.

Crayola is also another site that I used to get lots of new ideas. It tends to be more suitable for elementary students.

HotChalk Lesson Plan Page

Fun Art Lessons

teAchnology

Lesson Plan Central

Talent Teacher

Artyfactory

Monique Martin Instructor Page

ArtGraphica

The Teacher's Guide

Websites

The National Film Board - a fantastic resource for lots of area (ie. The Big Snit animation in gr 8 ela)

Futures Past: Twenty Years of Arts Computing
Hyatt Park Elementary School Inquiry Projects
Joe Fafard
Keith Haring
Maria Claudia Cortes
Museum of Modern Art
my e-Coach
The Art of Using Technology
The Milken Exchange on Education Technology
Virtual Museum of Canada

Multiple Intelligences

More information on Multiple Intelligences and Howard Gardner can be found here: Howard Gardner homepage

Here is a snip of the LRDC Multiple Intelligences that I completed. This inventory can be completed at: http://www.ldrc.ca/projects/miinventory/miinventory.php
As you can see, the Visual-Spatial domain was the strongest.

Another MI invetory that I completed can be found at: http://www.thirteen.org/edonline/concept2class/mi/index.html

Here is a snip of the MI Snowflake:

Visual learner characteristics:

• Write things that you want to remember down; you will remember them better that way.


• Look at the person who is speaking to you; it will help you focus.


• Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some visual learners do, however, like soft music in the background.


• If you miss something a teacher says or do not understand, ask politely if they could repeat or explain.


• Most visual learners learn best alone.


• When studying, take many notes and write down lots of details.


• When trying to learn material by writing out notes, cover your notes then re-write. re-writing will help you remember better.


• Use colour to highlight main ideas.


• Before starting an assignment, set a goal and write it down. Even post in in front of you. Read it as you do your assignment.


• Before reading a chapter or a book, preview it first by scanning the pictures, headings and so on.


• Try to put your desk away from the door and windows and close to the front of the class.


• Write your own flashcards. Look at them often and write out the main points, then check.


• Where possible, use charts, maps, posters, films, videos, computer software, OHPs both to study from and to present your work (where appropriate).

Core Characteristics:

• Spatial Awareness - solving problems using spatial orientation


• Non-sequential Reasoning - thinking in divergent ways


• Visual Acuity - assessment of information based on principals of design and aesthetics


• Imagination - seeing the possibilities before engaging them in the physical world
  
• Small motor coordination - creating, building, arranging, decorating

Students with a strong visual intelligence:

• Seek ocular stimulation


• Respond to color, line and shape


• Can "see" ideas


• Use mental images for mnemonic devices


• Imagine possibilities


• Enjoy expressing themselves through the arts


• Appreciate symmetry and congruence


• Enjoy rearranging their environment


• Can manipulate three-dimensional models in their minds


• Understand by seeing a concept in action
  

Support this intelligence in the classroom by:

• Allowing student movement around the learning environment


• Providing a visually stimulating environment


• Sketching plans before beginning work


• Brainstorming ideas


• Semantic mapping


• Guided imagery exercises


• Working with manipulatives


• Diagramming abstract concepts


• Providing visual assessment performance tasks Utilizing visual technologies such as KidPix and PowerPoint

Technologies that stimulate this intelligence:

• Overhead projector


• Television


• Video


• Picture books


• Art supplies


• Chalkboard


• Dry erase board


• Slide shows


• Charting and graphing


• Monitor


• Digital camera/camcorder


• Scanner


• Graphics editor


• HTML editor


• Digital animation


• Digital movies
  

http://surfaquarium.com/MI/profiles/visual.htm

July 10/09 discussion post:

What did you discover? Are you surprised at your findings?

I guess it was reasurring to know that as an art teacher I fit into the spatial category. This was my strongest domain. I was not at all surprised by this.

Would you be surprised at your student's answers?

I feel that my students would also identify this as a strength. Whenever possible I use visuals and visual literacy to communicate. Along with art, I also teach Language Arts so I find this to be a natural way of teaching. It also helps that I have a IWB in my artroom. In the past I have taught science and social studies and I taught these courses using lots of visuals as well.

Would this impact on your choices for teaching and technology? How?

As I mentioned this definately impacts my teaching and use of technology in the classroom. I am often hypersensitive to the resources that are used in schools and find them quite often plain and dull. Students now are bombarded with visuals but our curriculum and resources are not designed that way. I think this can cause disinterest for some students. I use many types of technology for teaching (IWB, Overhead projector, TV, Videoes, Picture books, Art supplies, Chalkboard, Dry erase board, Slide shows, Charting and graphing, Digital cameras, Scanner and digital animation). This use of technology provides a visually stimulating environment. I encourage students to move around the classroom, to sketch and jotnote plans before beginning work, brainstorm, create organizational charts, participate in guided imagery exercises, work with manipulatives, and complete a variety of visual assessments (PowerPoint, web design, etc).

Like some of you have mentioned, I found the MI Snowflake limiting. It was certainly not as extensive as the LDRC test. It also did not include the naturalist and existentialist intelligences.

For Unit 1, we also read this article:


Hatch, T. (1997, March). Getting specific about multiple intelligences. Educational Leadership, (55), 26-29.

I think this article raised an interesting point about not labelling learners. Hatch argues it is important to expose children to a variety of activities rather than teaching every subject in 7 or 8 different ways. This point made me realize that even though it is important to recognize different ways that students know and learn, it is important to not only pigeon hole them into one or two categories of learning. Very interesting article.


Discussion Activity: Thinking about MI in the Classroom


Here is an example of how each of Gardner's intelligences can be use to teach a novel in grade 7 ELA:





A lot of these activities I have used separately to teach the novel but I am hoping to use this tic tac toe model this year.

Education 535 - Assignment B - Website Analysis

Alanna Murphy (009432568)
May 14, 2009

Listed are my top 5 websites in the area of art and multimedia. While it was difficult to limit this list to 5, it is easy to see why these resources are great learning tools in educational settings.

1) Color in Motion: An Animated and Interactive Experience of Color Communication and Color Symbolism http://www.mariaclaudiacortes.com/

This site was designed by Maria Claudia Cortes in 2003 as a part of her thesis for the Master of Fine Arts Computer Graphics Design program at the Rochester Institution of Technology. Students respond excitedly to the information, animations and audio especially when used with an IWB. It is a visually appealing site whereby users make kaleidoscopes, direct scenes and manage colors using the theories presented in the movies. The site is free from advertising and presents information in an unbiased manner. Because the site is Flash based, a possible limitation of the site could be the time it takes to load the movies.





2) Virtual Museum of Canada http://virtualmuseum.ca/
Joe Fafard http://www.synthescape.com/fafard_working/

This site was developed in 2008 by the Virtual Museum of Canada. This educational-based site offers the viewer an interactive look at the sculptor Joe Fafard's work in a museum setting. Panning, viewing from multiple angles, detail views, audio files and transcripts are options found on this site which makes it a great interactive resource for viewing and experiencing art. A possible limitation to this site involves the time involved loading the images and animations.

3) My e-coach http://my-ecoach.com/

My e-Coach is a site that was originally developed in 1999 by educational consultants. Although not an art only website, it has a great database of art activities. In 2008, this lesson was designed by an art educator in California: http://my-ecoach.com/online/activity.php?projectid=4564. Because descriptions, directions, resources, handouts, online presentations, and a rubric for this activity are included, it is a great resource. Students work in a group, conduct a web search, critique, make presentations and present them to their class. Many similar activities can be found on this site. Because there are over 50,000 copyright-free resources, it may take a lot of time to browse.

4) Museum of Modern Art http://moma.org/
Printmaking http://www.moma.org/interactives/projects/2001/whatisaprint/flash.html

This site is an excellent interactive resource to expose students to multiple printmaking techniques. Designed in 2001, it includes a gallery of prints that demonstrate the printmaking effects. Recommended readings and sources are listed. Users can manipulate tools to mimic the actions used to create prints. There are interactive multimedia resources that can be accessed including a site created by high school students that explores issues and questions raised by teens about modern art, today's working artists, and what goes on behind the scenes at a museum.

5) Keith Haring http://haringkids.com/index.html

Maintained by the Keith Haring Foundation from 1996-2009, this site is an excellent visual representation of the artist’s life and work. Because Haring’s work is somewhat controversial, it is great that the foundation developed a kid-friendly site. The site is current and has an extensive biography, stories, interactive coloring book, games, ecards, morphs, projects and lessons are included.
A variety of lessons and activities can be found at: http://haringkids.com/lessons/envs/live/htdocs/index.htm