Art & Design

Olympics). This attempt to bring a global overlay to a text that mainly consists of country-specific chapters knits together media dynamics at national and global scales. This is a challenge, given the breadth and diversity of subjects canvassed in the book, although partially successful in providing such a global perspective. In summary, Global Entertainment Media does not purport to be an emphatically global text, but is instead a text that is representative of (at least to some degree) a diversity of national media. Global Entertainment Media may be useful for students in international media, comparative media, cross-cultural communication, and television studies. While it does not offer a great depth of analysis from political, economic, cultural, or social perspectives, it does serve as a useful, descriptive primer for undergraduates seeking comparative information about entertainment television.

Russia! is the most comprehensive exhibition of Russian art since the end of the Cold War, and it presents an exciting journey through nine centuries of artistic development. The exhibition is the product of a collaboration between the Guggenheim Museum and three museums in Russia: the State Hermitage Museum, the State Russian Museum (both in St. Petersburg), and Moscow's State Tretyakov Gallery. Private collections, museums, and galleries in Russia, Europe, and the United States also contributed to the exhibition, which showcases over 250 artworks. Many of the pieces displayed have either rarely, or never, traveled abroad.

The adaptation of traditional, face-to-face courses to the online format presents both challenges and opportunities. Many pedagogical practices need to be rethought when designing online courses. A successful online course needs to be intellectually stimulating and engaging. The chapter demonstrates how to create an engaging learning environment without any additional budget. The author describes approaches that she has developed, experimented with, and found to be effective in asynchronous online art history courses, as well as learner engagement strategies she has implemented in the eLearning environment. Advantages of scenario-based discussions board assignments and the effects of role playing in discussion forums are discussed. The author shares examples of personalized discussion board assignments aimed to motivate online learners, create a collaborative learning environment, improve peer-to-peer interaction, and prevent plagiarism.

Student engagement, development of critical thinking, and fostering original ideas are among the many challenges of online course design. This concern is particularly pertinent for courses in humanities, where the lack of face to face interaction and group discussions needs to be compensated with other methods resulting in similarly successful learning outcomes.

Visigothic monuments display architectural and sculptural features which are hard to explain in 7th c. Western Europe. These features include high level of stone craftsmanship, cruciform plans, tall and narrow sprayed windows, horseshoe shaped arches, vaulted spaces, monumentality combined with small size, figural, geometric, and floral ornamental motifs applied to unusual areas for Western Christian architecture. Since many individual Visigothic features can be traced to Roman, Syrian, or Byzantine monuments, these traditions are considered instrumental in creation of Visigothic architectural vocabulary. More recently, a growing number of studies point to Islamic art as a possible source of influence and thus support later, post-Islamic dating of this group of monuments. However, none of these interpretative schemes fully explains the presence of all features of Visigothic art. I argue that 7th c. Armenian architecture is a stronger candidate for a prototype for Visigothic stone ar...

Distance learning poses new problems for instructors and changes the traditional understanding of instructional design. The adaptation of traditional, face-to-face courses to asynchronous online format entails redefining pedagogical practices and presents new challenges for designers and instructors resulting from the lack of direct student-instructor interaction. This is particularly pertinent in art history courses, where critical thinking, group discussions, critiquing works of art as well as assessment methods heavily rely on student’s physical presence in the classroom. Faculty members are skeptical of the effectiveness of distance learning and voice their concerns. The paper questions whether it is possible to ensure students’ proper command of the course material, develop critical thinking, and effectively engage learners in the online environment. The author describes approaches that she has developed, experimented with and found to be effective in asynchronous online art hi...

Distance learning poses new problems for instructors and changes the traditional understanding of instructional design. The adaptation of traditional, face-to-face courses to asynchronous online format entails redefining pedagogical practices and presents new challenges for designers and instructors resulting from the lack of direct student-instructor interaction. This is particularly pertinent in art history courses, where critical thinking, group discussions, critiquing works of art as well as assessment methods heavily rely on student's physical presence in the classroom. Faculty members are skeptical of the effectiveness of distance learning and voice their concerns. The paper questions whether it is possible to ensure students' proper command of the course material, develop critical thinking, and effectively engage learners in the online environment. The author describes approaches that she has developed, experimented with and found to be effective in asynchronous online art history courses, argues the importance of timed tests, and presents learner engagement strategies she has implemented in the eLearning environment. The paper demonstrates how to create collaborative learning environment through student group discussions in online art history courses, discusses the advantages of scenario-based discussions board assignments and the effects of role playing in discussion forums. The author argues that personalized discussion board assignments motivate learners, improve peer-to-peer interaction, and prevent plagiarism. The paper presents different types of scenario-based assignments and their learning outcomes.

Student engagement, development of critical thinking, and fostering original ideas are among the many challenges of online course design. This concern is particularly pertinent for courses in humanities, where the lack of face to face interaction and group discussions needs to be compensated with other methods resulting in similarly successful learning outcomes. Since most of the communication and exchange of ideas in the online classroom takes place in discussion threads, designing intellectually stimulating and motivating discussion topics is instrumental for fostering students' enthusiasm for the subject. The paper discusses learner engagement strategies the author has developed, experimented with and found to be effective in asynchronous art history online courses. It argues that assignments placing students in imaginary situations within the cultural environments of particular historical periods promote critical thinking and encourage students to explore social, political, and religious conditions of the societies in which works of art were produced. Allowing students to choose the format for their discussion posting is another factor that contributes to motivating and engaging students. The paper presents several types of assignments which make art history come alive, such as reenactment of competitions, acting as historical figures, commissioning artworks, assuming personalities of famous artists. These intellectually stimulating topics encourage learners to show their creative talent in a variety of discussion posting formats, ranging from poetry to play scenes. Seeing the history of art unfold through the eyes of its participants motivates online learners and personalizes their learning experience, compelling them to exercise both curiosity and creativity-essential components of engaged learning.

The adaptation of traditional, face-to-face courses to the online format presents both challenges and opportunities. Many pedagogical practices need to be rethought when designing online courses. A successful online course needs to be intellectually stimulating and engaging. The chapter demonstrates how to create an engaging learning environment without any additional budget. The author describes approaches that she has developed, experimented with, and found to be effective in asynchronous online art history courses, as well as learner engagement strategies she has implemented in the eLearning environment. Advantages of scenario-based discussions board assignments and the effects of role playing in discussion forums are discussed. The author shares examples of personalized discussion board assignments aimed to motivate online learners, create a collaborative learning environment, improve peer-to-peer interaction, and prevent plagiarism. www.irma-international.org/article/game-jams-community-motivations-learning/69785/ About the Use of the DMs in CLIL Classes Anna Consonni (2013). Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches (pp. 9-27).