Parme Giuntini

Otis College of Art and Design, Liberal Arts & Sciences, Faculty Member

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Kwantlen Polytechnic University

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Kansas State University

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National University of Singapore

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International Institute for Environment and Development

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Università degli Studi di Palermo

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Papers by Parme Giuntini

MOOCs 2.0: Reviewing n.paradoxa's MOOC on Contemporary Art and Feminism

This collaboratively written article explores the pedagogical role of MOOCs today through analysi... more This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell's international treatment of transnational feminism at a moment when feminIsm is under worldwide siege.

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Storytelling as Strategy: Building Support for SoTL in Art History

This paper highlights the use of storytelling as a strategy to build community and to foster wide... more This paper highlights the use of storytelling as a strategy to build community and to foster widespread support for SoTL in art history. As a practitioner-driven open education resource, AHTR (Art History Teaching Resources) has grown rapidly by providing opportunities for faculty to share stories and to connect across lines of geographic region, institutional affiliation, and academic rank. Today, the AHTR community includes educators in 185 countries teaching art history in higher education, museum, and K-12 settings, who have visited the website over 400,000 times since its launch in 2013. In October, 2016, AHTR will publish the inaugural issue of Art History Pedagogy and Practice, the first peer-reviewed SoTL journal in the discipline, which will be housed on the Digital Commons in partnership with the City University of New York. Its success in these efforts offers an effective model of SoTL advocacy, applicable throughout the humanities.

Highjacking the MOOC: Reflections on Creating/Teaching an Art History MOOC

Current Issues in Emerging Elearning, 2015

Angeles, with a focus on eighteenth century English portraiture, gender and domestic representati... more Angeles, with a focus on eighteenth century English portraiture, gender and domestic representation, Parme Giuntini joined the faculty of Otis College of Art and Design in 1995. In 2003 she became the Assistant Chair of Liberal Arts and Sciences at Otis College of Art and Design and began directing the Art History program. She has been instrumental in teaching, designing, and supervising courses that address both fine art and visual culture. Her involvement with studio faculty from the Otis School of Fashion led to an interdisciplinary collaboration with Kathryn Hagen, who was directed the Illustration program there, and resulted in the 2007 publication of GARB: A Fashion and Culture Reader. For the past five years her scholarly focus has been curriculum design, educational technology, and pedagogy for both traditional and online learning environments. She has designed and taught Art History MOOCS for Canvas and is a contributing editor to Art History Teaching Resources.org. She is currently working on an essay for The Early-Modern Child in Art and History, ed. Matthew Averett which will be published by Pickering and Chatto.

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Learning by doing: using ePortfolios for assessment at Otis College of art and design

Library Hi Tech News, 2014

Purpose – The purpose of this paper is to share best practices in using e-portfolios for assessme... more Purpose – The purpose of this paper is to share best practices in using e-portfolios for assessment including a collaborative model between academic department and library. Design/methodology/approach – The authors collaborated to develop learning outcome rubrics that were then used by faculty and a team of reviewers to evaluate evidence collected in e-portfolios. Findings – E-portfolios provide a dynamic platform to centrally collect assessment material; however, effective evaluation of student evidence can be strengthened with collaboration between college departments. Research limitations/implications – This is a model that was sustainable and practical for a small art and design college. Practical implications – Other institutions working on assessment with limited personal resources may find this approach useful in addition to any institution considering how to use e-portfolios for collection and assessment of student work. Originality/value – Otis College of Art and Design has...

$Research paper thumbnail of MOOCs 2.0: Reviewing n.paradoxa\u27s MOOC on Contemporary Art and Feminism$

MOOCs 2.0: Reviewing n.paradoxa\u27s MOOC on Contemporary Art and Feminism

This collaboratively written article explores the pedagogical role of MOOCs today through analysi... more This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism at a moment when feminism is under worldwide siege

Download

MOOCs 2.0: Reviewing n.paradoxa's MOOC on Contemporary Art and Feminism

Download

Storytelling as Strategy: Building Support for SoTL in Art History

Highjacking the MOOC: Reflections on Creating/Teaching an Art History MOOC

Current Issues in Emerging Elearning, 2015

Download

Learning by doing: using ePortfolios for assessment at Otis College of art and design

Library Hi Tech News, 2014

$Research paper thumbnail of MOOCs 2.0: Reviewing n.paradoxa\u27s MOOC on Contemporary Art and Feminism$

MOOCs 2.0: Reviewing n.paradoxa\u27s MOOC on Contemporary Art and Feminism

This collaboratively written article explores the pedagogical role of MOOCs today through analysi... more This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism at a moment when feminism is under worldwide siege

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