This course prepares teachers for a post-COVID education world. From 2021 teachers everywhere will be required to orchestrate learning in the classroom, alongside remote synchronous and asynchronous delivery. But are current learning design frameworks up to the task? At Kadenze, Inc. (“Kadenze”) we believe not. Too many approaches are mechanistic and dull, narrowly focused on analytical and linear cognition. This approach ignores the dynamics which motivate learners and the creative energy which makes learning personal and consequential.
Conducted as a month-long sprint, this professional development program is for all primary, secondary and university teachers and teaching artists who value creativity in teaching and learning. It is especially for those teaching the creative arts, design and creative technologies who have yet to discover a mature online learning framework for their disciplines.
During the course learners will understand and investigate Technology Enabled Creative Learning SM (‘TECL’), a proprietary leading-edge online learning model developed by Kadenze over the past five years. Using a range of proven online and video conferencing activities, the course will coach participants to develop their own course for both their classroom and online using the TECL TM model. The course is designed and delivered by Kadenze’s expert arts-educators as part of their undertaking to grow creative education as accessibly and affordably as possible.
Brad Haseman joined Kadenze, Inc. as Executive Vice President and a member of the Kadenze Managing Committee in 2019. He oversees arts-led pedagogies and learning design for their global online courses.
Prior to joining Kadenze Brad worked for thirty years at the Queensland University of Technology (QUT) where he was Professor in Drama Education and held a range of senior leadership posts. He is a pioneer of drama in schools and arts education and is known internationally as a teacher and workshop leader (Process Drama), arts researcher (Performative Research) and community engagement practitioner (Applied Theatre and Teaching Artistry). In 2018 Brad was awarded the title of Professor Emeritus by QUT.
He worked as a teaching artist/researcher in Papua New Guinea for a decade leading a team of educators, health workers and artists promoting sexual health education. In 2018 Brad was the lead designer/curator on The Basics of Teaching Artistry an online course with partners the Queensland Performing Arts Centre, Sydney Opera House and Lincoln Centre Education, New York. The course was released on Kadenze, Inc. in April 2018. Brad is a member of the International Teaching Artist Collective which supports global initiatives in art and social activism.
Dr Amanda Morris is an arts educator, known for innovative arts programs and creative collaboration. Her career spans leadership roles in higher education, as Executive Director Conservatoire at NIDA (National Institute of Dramatic Art) in Australia, as Dean Performing Arts at LASALLE College of the Arts in Singapore and as Director, Centre for Fine Arts, Music and Theatre at the University of Canterbury in New Zealand. Amanda’s expertise is in performing arts and digital media. At NIDA she provided leadership in research and development into drama and new media for which she won the first British Academy Award for Interactive Entertainment for an interactive digital learning program, StageStruck. Amanda made a significant contribution to the dramatic arts by establishing the NIDA Open Program, Australia’s largest performing arts short course program. Amanda is pleased to join Kadenze as Director, Higher Education Engagement, developing Kadenze’s network of academic partners and driving new course development.
John Holyoke is Assistant Director of Instructional Design and Delivery at Lincoln Center Education (LCE). With over twenty years experience, John is responsible for curriculum development, facilitation and professional development around Lincoln Center’s renowned Aesthetic Education practice. John helped to develop Lincoln Center’s Pop-Up Classroom series, an initiative to deliver arts learning to young people at home due to the Coronavirus. With almost 2.5 million views and eighty episodes, Pop-Up Classroom remains one of Lincoln Center’s most effective programs in the pandemic year. John co-created LCE’s online course for teaching artists as part of the Basics of Teaching Artistry Program on the Kadenze learning platform. He facilitates a course on Arts Learning at Teachers College, Columbia University. He has helped to develop and refine Lincoln Center’s Teaching Artist Development Guide and served as consultant on Kadenze’s Technology Enabled Creative Learning (TECL) framework.
John has previously served as Assistant Director of Higher Education Partnerships and as Senior Program Manager. He has conducted numerous workshops at schools of education throughout New York City, Lincoln Center’s Summer Forum, and various conferences across the region and country.
For over 30 years, Paul has been dedicated to supporting human development through his work in senior academic leadership and management, research and higher education, and corporate learning and development. Paul has extensive experience in the design and delivery of programs, courses and seminars, with a particular focus on Creative Leadership and Authentic Communication. Prior to joining Performance Frontiers as Senior Associate, he led a prolific career at Queensland University of Technology (QUT), with roles including Director of Corporate Education (Creative Industries); and Head of School (Media, Entertainment & Creative Arts). Paul was Foundation Coordinator of QUT’s Bachelor of Creative Industries, the world’s first degree program of its type. He is passionate about enhancing leadership and learning through applied theatre and other creative forms and techniques. He works across diverse creative projects as a producer, writer and performer. He served on the La Boite Theatre Company Board for eight years, including four years as Chair, and he remains an Adjunct Professor in the School of Creative Practice at QUT. With Kadenze, Paul is collaborating on the Renewing Learning Design through Creativity and Technology micro-course; and he is leading the curriculum design for the groundbreaking ITAC IMPACT: Climate project.
This approach to learning design is applicable to all disciplines. It was spawned by educators from music, dance, drama, film and media, the visual arts, design, and the creative application of technology and computing power.
By the end of the professional development program, you will:
- understand the benefits of applying arts-led learning principles to online learning design
- have developed the capacity to apply the Technology Enabled Creative Learning (TECL) framework to your own teaching and learning
- have acquired skills in using digital technology to create engaging instructional activities for teaching and learning
- be able to design and lead a learning journey which navigates multi-modal delivery, using the best of live classroom and studio education with remote synchronous and asynchronous techniques
- be familiar with strategies to embed assessments throughout the learning, making the most efficient and effective use of key instructional activities and modes of delivery.
The course is a one-month sprint held during May and June 2021.
Course Dates: Tuesday May 18 to Friday June 11, 2021.
Synchronous Session times in New York, USA: every Tuesday and Thursday starting Tuesday, 18 May at 8pm (20:00 EDT)
All sessions are 90 minutes long.
Local Times in:
|Four weeks. Scheduled online participation each week (video conferencing and coaching) + 6 hours of work.|
|Scheduled online participation (4 hours per week) + lesson videos and individual and small group activities (6 hours per week). Total workload 10 hrs per week.|
Assessment for this course will be undertaken through the coursework assignment namely completing a capstone project with practical outcomes. This involves preparing your own online course or learning pathway for delivery in the immediate future. (Your content, your learners, your school.)
This course is offered at the advanced undergraduate level for both beginning and experienced teachers and teaching artists who are keen to inject greater creativity in their everyday learning design for their classroom and online learners.
Upon Completion you’ll have
- Applied the TECL framework to plan a new or refurbished course or learning pathway to be delivered in the near future
- shared recent teaching experiences with your peers to gain new insights from others
- experienced case studies of online teaching for creative education
- aggregated relevant teaching resources for future teaching
- gained free Premium Membership for three months to explore kadenze.com courses for your further professional development
- Ongoing access to the archive of the course templates, recorded sessions and participant contributions
- gained knowledge of kadenze.com courses available in your discipline which may have materials and content to support your future teaching.
Course Launch & Information Session
You can meet the course instructors and Q&A with them about the course, learning outcomes, and the benefits of being part of the Kadenze community. Please drop in to our Course Launch & Information Session to be held on Tuesday May 4 starting at 8pm (20:00 EDT) [New York, Boston, Ottawa and local times apply].
In return, as well as recording your RSVP, we will gift you a voucher for one month’s Premium Membership of Kadenze.com (value $20 USD). This will enable you to scout the Kadenze catalog and even enroll in selected courses from some of the world’s leading colleges and universities in the creative arts and design.
Price: $1,100 USD
Early Bird Special: $850 USD
(expires April 30, 2021)
Week 1: Learning needs and intentions
“Art is solving problems that cannot be formulated before they have been solved. The shaping of the question is part of the answer.” — Pete Hein, Poet, Architect and Mathematician
- Course outcomes & workload
- Curriculum renewal with arts-led learning design
- creating experiences of intensity and significance
- peers as resources for each other; social creativity
- students taking ownership
- lesson design as artful practice
- Introducing Technology Enabled Creative Learning (TECL)
- Clarifying and sharing intentions & criteria for success
- Building learning pathways with TECL
- Storyboarding for learning design; questions which guide
- Capstone project planning, using TECL templates and resources
Week 2: Learning pathways for creative learning
“A designer knows he has achieved perfection not when there is nothing left to add, but when there is nothing left to take away.” — Antoine de Saint-Exupéry
- What makes an effective course?
- Multi-modal settings for learning – classroom, asynchronous, synchronous
- The value and challenges of embodied learning
- Intrinsic motivation, creativity and fuller engagement
- Learning design for action
- Managing learner inhibition thresholds: live and online.
- The aesthetic dimension and learning
- Capstone project planning, eight testing questions.
Week 3: Building interactive digital media and learning objects
“It took me a few seconds to draw it, but it took me 34 years to learn how to draw it in a few seconds.” — Paula Scher, Graphic Designer
- Building Digital media assets
- Reusable Learning Objects (RLO)
- Creative applications of RLOs
- Introduction to Descript
- Capstone project planning, building learning objects, content creation.
Implementation processes for your course
- Ensuring smooth implementation of a multi-modal course.
- The teacher’s presence & the theatricality of the learning sequence (for engagement & discovery)
- Screen Presence
Week 4: Reflection, Evaluation and Assessment
“Working at Pixar you learn the really honest, hard way of making a great movie, which is to surround yourself with people who are much smarter than you, much more talented than you, and incite constructive criticism; you’ll get a much better movie out of it.” – Andrew Stanton, Film maker and screenwriter.
- Liz Lerman’s ‘Critical Response Process’
- Assessing learning, not only measuring it.
- Matters of judgement and interpretation: informed and comparative disagreement, trained subjectivity, empathetic decision making.
- Criteria and rubrics for judging creative learning/ grading online.
- Capstone project submission.
- Capstone project evaluation and assessment.
All learners who successfully complete this professional development program will receive a Kadenze Academy Certificate of Accomplishment.
The Kadenze Academy (“Academy”) team who designed and delivered this course have set the workload so it is the equivalent of 4 credit points at the advanced undergraduate level. This is a measure across international qualification systems which holds that one credit point represents the amount of learning achieved through a notional 10 hours of learning time. This includes all tasks a learner has to complete to achieve the outcomes of a qualification including the assessment tasks.
In some instances, it may be possible to have other Professional Development Programs, offered by colleges, accept credit points to ensure that a learner does not have to repeat any content they have already completed. Such colleges and awarding bodies decide how many credit points already received from previous learning can be transferred into their programs.
Another possibility for those who complete this course is to seek credit for it through Recognition of Prior Learning (RPL). RPL means a learner can be recognized for learning undertaken in a work-based environment (such as from Academy) and from life experiences which have supported your personal and career development. Consequently RPL is a valuable process of reflection and consolidation enabling participants to identify the transferable skills and learnings already achieved and use them to pursue lifelong goals and ambitions.
Benefits of Participation
While the content of this professional development program has flowed from hard-won practice the course will also:
- model the value of the live and remote (synchronous and asynchronous) through the astute use of instructional activities
- blend arts-led traditions of learning with contemporary discoveries into creative learning online
- include ‘real world’ illustrations of practice and case studies
- facilitate rich collaboration and co-creation within the course cohort
- align with your career expectations for advancement
- provide lifelong access to course templates and materials
- include three months Premium Membership of kadenze.com (currently priced at $60 USD) enabling free access to the kadenze.com catalogue of university courses
- Save you time! Built on serviceable theory and delivered through the principles of practice this course offers a mature and comprehensive approach to renew your strategic approach to learning design.
The challenge to renew learning design
From the very beginning, online learning design has principally focused on developing analytical and linear cognitive capabilities. As we are told repeatedly, these capabilities are essential for learners to hold down a successful job and build a powerful economy. Overwhelmingly learning design has engendered the cognitive operations of mind most commonly found in Mathematics, Chemistry, Language, Engineering and Business education.
This approach is underpinned by cognitive load theory which holds that for online instruction to be effective, care must be taken not to overload the mind’s capacity for processing information. Consequently, designers become concerned with extraneous load, working memory, redundancy and concerns about temporal and spatial split attention. All to ensure that students never become cognitively overloaded.
TECL takes an alternative approach; preferring to draw on arts-led learning theory and how that might lead learning design in the classroom and virtual spaces.
TECL and arts-led learning frameworks encourage learners to stay with all their senses (not only their cognition). We acknowledge that many creative arts and design experiences are deliberately designed to stretch the limits of cognition; that not all cognitive overload is necessarily negative. In such cases cognitive overload does not result in a loss of meaning or intelligibility. Indeed, it can be understood as cognition in the making, where the very fabric of cognitive life is renewed as it struggles to make sense of experience.
Consequently, educators who place a priority on creative engagement, and especially those schooled in the traditions and practices of arts-education, see productive possibilities for learning in the overload, not simply as events which inhibit and confuse.
TECL expands the possibilities for online learning design. It is not that other learning design models are incorrect, most are certainly necessary, but alone they are not sufficient. TECL amplifies the experiential and stirs the imagination to engage in challenges of interpretation and judgement where understanding is not simply the mastery of technical skills and factual accuracy.
It is a learning design applicable to all disciplines, but spawned by educators from music, dance, drama, film and media, the visual arts, design and the creative application of technology and computing power.