The objective of this session is to explore the value of educators incorporating ‘Arts’ and ‘Information and Communication Technology’ (ICT) approaches in seminar classes. At the end of the session participants will be prepared to (1) identify the value of ‘Arts’ and ‘ICT’ approaches in facilitating deep learning; (2) self-reflect on their experience with ‘Arts’ and ‘ICT’ approaches, and (3) identify an ‘Arts’ or ‘ICT’ approach to incorporate into their teaching practice. This interactive presentation explicates the author’s vision of leadership through innovative teaching approaches. The author argues that student learning is enhanced when the development of the course syllabus (Small, 2014) includes planning for the weekly integration of ‘Arts’ and/or ‘ICT’ approaches. Such a creative dance engages learners’ hearts, minds, and bodies with the transformative teaching role being one of facilitating deep learning, creativity, and meaning making (Feller et al., 2004; Macdonnell & Macdonald, 2011). ‘Arts’ approaches include visual arts, poetry, music, and additional creative expressions that challenge students to dialogue and critically reflect upon their feelings, thoughts, and actions within a framework of social justice and equity (Macdonnell & Macdonald, 2011). ‘ICT’ approaches promote meaningful learning, guided by constructivist learning principles (Paily, 2013). Included are blogs, wikis, podcasts, videos, internet, twitter, e-portfolios, texting, and film. The presentation will engage participants in several ‘Arts’ and ‘ICT’ approaches and reflective dialogue to generate a sense of the classroom experience of learners. Participants will be encouraged to identify one new ‘arts’ or ‘ICT’ approach to incorporate into their teaching practice.
Feller, A., Jensen, A., Marie, D., Peddigrew, B., Clinchard-Speda, L., & Campbell, E. (2004). Quadrinity learning. Journal of Transformative Education, 2(3), 219-230. doi:10.1177/1541344604265370
MacDonnell, J. & Macdonald, G.J. (2011). Arts based critical inquiry in nursing and interdisciplinary professional education: Guided imagery, images, narratives, and poetry. Journal of Transformative Education, 9 (4), 203 -212. doi:1177/1541344612441083
Paily, M.U. (2013). Creating constructivist learning environment: Role of “Web 2.0” technology. International Forum of Teaching and Studies, 9(1), 39-50. _x000D_
Small, D. (2014). Essay: Teaching adult students: Creating a syllabus. International Forum of Teaching and Studies, 10(2), 60-65.
