Rapid eLearning is about empowering the students to get organised around all aspects of their learning. There is so much information available on the Internet and provided freely in public libraries. Students can take advantage of the tools of learning from a level playing field when they develop an awareness of how to go about gaining access to knowledge and the resources to use this knowledge. No student need ever be trapped without the confidence to continue solving artistic problems
Setting up Rapid eLearning Structures
Every aspect of project based learning is subject to its own structure. Sending an email for example is structured by the capacity of the software provided either on the computer or in an online system. Therefor the student is either empowered by or limited to the capacity of the system they are using. But this is not the only limitation that a student might experience, teachers have to ask themselves whether the students are sufficiently literate to be able to understand instructions uploaded to the discussion boards or sent by email. What if they are not?
There is a simple solution linked to the capacity of Rapid eLearning methodology that can be harnessed initially by the teacher and then with guided practice by the student. In the article Lynda.com Hybrid Reference Communities and Rapid eLearning (2012), I discuss eLearning technology that is enhanced by setting up help desk like interfaces at the introduction of the student to a course. Within this space without much trouble at all students can be introduced to the idea that if they struggle with literacy they can translate slabs of information, watch movies or download podcasts if reading material is too difficult or daunting for them.
Organising this requires structure and that is what this series of articles is about – how to structure Rapid eLearning experiences so that each and every one of the students who participate are engaged because they can access “just in time” information.
How do teachers get students set up for Rapid eLearning? It is much easier to do this if the teacher has the chance to develop a relationship with students in an initial intense encounter. (Edutopia 2012) This because there is so much to learn in a variety of aspects of the project that the teacher needs to know the student and how they interact and the student needs to know what to expect from the teacher.
A Graphic Example of Rapid eLearning
Over the course of the next two months I will use a two-day stone carving workshop as an example of the tangled complexities of Rapid eLearning.
When a student is serious about this course they will develop an awareness of at least these skills
- drawing so that they can talk about their design as they prepare to make it
- concept design so that they learn how to plan and evaluate different suggestions for their sculpture
- the process of making and firing clay sculpture so that they can make a smaller version of their intended sculpture as a maquette
- the basics skills set involved in carving these skills are the same for any form of carving
- the basics of the particularity of stone carving
- how to refine, and finish soap stone carving
- creative finishing and polishing of sculptures
- constructing and presenting a base
- how and where to display the sculpture and ways to use lighting to enhance artworks
- the basics of marketing art
- how to price art work ( if they don’t know this how would they set up the initial quotes and invoicing?)
- how to become qualified (for example how to get organised to gain recognition of prior learning)
- how to do arts based tax accounting
Over the course of the next month you can expect to several articles about how Rapid eLearning would occur in each of these areas.