Online Resource Center Acclimation
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The purpose the Online Resource Center Acclimation is to enable new students of the School of Design and Media Arts to become familiar with the materials available in the Resource Center at the Art Institute of Houston and online resources relevant to their fields of study. The Resource Center collects books, CD's, and videos that support the curricula of both the program courses and the general education courses at AIH. Familiarization with these resources is necessary for students to excel at the Art Institute of Houston and in their future professional endeavors.
After completion of this lesson the student should be able to
1) Locate and identify art history resources.
2) Locate and identify resources on art technique and production.
3) Describe exploration of learner-centered school and career resources.
4) Explore, locate and identify alternate media for future project and professional development.
5) Locate and identify pertinent industry groups or individuals in each area of study.
6) Locate and identify locally available animation, graphic design, multimedia and web design resources such as software and tutorials.
7) Locate relevant periodicals and utilize article search databases.
Activitys Type and Structure
The intent of this activity is to facilitate learners awareness of accurate and consistent information regarding their field of choice among three general commercial design categories. The lesson places emphasis on library utilization, including periodical article search. This activity is a hands-on group survey activity that is designed to have individual learner-centered reflective results.
Its structure consists of:
1) A classroom introduction lecture to the activity, materials, evaluation process and project timeline.
2) Student completion of the pre-assessment.
3) Distribution of activity URL and/or assignment materials.
4) A librarian guided tour of the Resource Center complete with directions for utilization of available information technologies.
5) Guided group and individual completion of the activity sheet.
6) Independent student classroom completion of the post-assessment and activity questionnaire.
Below is the description of the Process, Instruction Materials and Media Analysis complete with time management outline for facilitation of this project.
Similarities within each step of the process includes these variables: 1) Scheduled class time is three hours. 2) There are enough resources to accommodate each student. 3) Both instructor and librarian will be available to answer questions regarding the activity sheet.The process used to implement the instruction will begin in the classroom with the pre-assessment. After this, still during the first hour a lecture describing the value and importance of resources will be presented including an overhead projector presentation of current relative articles. After the lecture/presentation, the library activity sheet will then be presented and passed out. The instructor will then fill one in with the overhead projector with a question and answer session.
The second hour of the lesson will be in the library. The librarian will give a short tour and introduce the computers and search engines needed to complete the activity sheet. Guided independent and group completion of the activity sheet will them commence.
The third hour students will return to the classroom to discuss their findings and complete the post-assessment and questionnaire.
To complete this lesson, the learners will be using a pre-assessment quiz, library activity sheet and attitude questionnaire.
The pencil and paper pre-assessment is designed to emphasis objectives within the following lesson. It is devised of seven fill in the blank learner-centered questions that will facilitate interest in the activity.
The pencil and paper activity sheet is designed to familiarize the learners with animation, graphic design, multimedia & web development reference resources including how to locate books, journals and periodicals. The library activity sheet will focus on the importance of periodical article search and how it is done utilizing library databases.
The pencil and paper questionnaire/post assessment will help gauge possible instructional design alterations, enforce declarative knowledge gained from the activity and have an essay component designed to enforce intrinsic values found in the lesson. It is devised of seven fill in the blank questions (with comment options) and one essay question.
This lesson will take place in one three-hour class. Instructional media will only be utilized in the first two sections of the class. The appropriate instructional media to use during each event of instruction is as follows:
Overhead projector will be used to demonstrate use of the library activity sheet.
Librarians will introduce themselves and describe library services and provide a tour. They will also demonstrate use of Athena search software and databases.
Return to classroom for post-assessment/questionnaire.
Several assessment tools will be used to assess individual students performances and to provide information about what kinds of revisions are needed in the instructional material.
A pencil-and-paper pre-assessment norm-referenced self-test will help these students analyze personal attributes that may direct them towards a category decision and specific research. This will be distributed the first section of the class and handed in by the learner before the library activity. It will be returned with the other activity materials the following class session with a short lecture to reinforce what has been gained from the lesson.
The learning goals are directed so that the student may take what they have learned into the real world and perform what they have been instructed to do. With this in mind, there is certain declarative knowledge that should be attained by the target audience. A recognition/performance assessment will be very important. This is in the form of a pencil-and-paper learner-centered essay based activity sheet where the student will locate various resources. The assessment of which would be based on the specifics of content quality, content coverage and meaningfulness. This will be distributed at the beginning of the second section of the class and handed in by the learner at the end of the second section. It will be scored based upon specifications above and returned with the other activity material the following class session.
An attitude /post-assessment will summarize indications of learning in the form of a pencil-and-paper questionnaire. This will be handed at the end of the third section, scored based upon specifications above and returned with the other activity material the following class session.
1) This project facilitates freedom of inquiry by the learner by exposing many avenues for project completion guided by both the instructor and library personnel.
2) Knowledge acquired by the learner will be evident in future projects exhibited to the world/audience.
3) Problem-solving skills are demonstrated by locating and identifying numerous and varied subjects relative to the field of visual communication.
4) The learner for completion of this activity requires active involvement.
5) The reflective nature of this assignment requires higher-level thinking on the part of the learner.
6) Students finding their own resources for this project prepares them for future academic and professional pursuits.
7) Students will make connections with this activity by identifying the relevance and importance of resource utilization.
8) This project demonstrates the real-life design process step of research.
9) Students are encouraged to collaborate while during the activity to provide peer interaction and facilitate timely completion.
10) Independence in learning is encouraged and demonstrated by stressing the importance of individual goals, objectives and specific resources gathered in each category.
11) This lesson is interdisciplinary in that each student must find resources relative to all three fields of study.
12) Multiple solutions to problems are incorporated into the design of this lesson by exposing students to the various resources available for completion of the activity.
13) Students are given options for assignments in this activity by choosing from among numerous resources.
14) Multiple intelligences are exercised by the student and demonstrated by investigation, recognition, cooperation and communicating verbally and in writing.
15) This lesson is fun for the student because they are actively engaged.
16) This lesson is meaningful for the student because they are discovering new resources for their future academic and professional development.
This completes the Online Resource Center Acclimation.
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Last updated 4/28/02