This paper documents and evaluates a collaborative assignment for undergraduate students in Dance and Interior Design. Digital technology was used as a communicative/demonstrative tool between the students and instructors; as well as a leading factor in the creation, presentation, and assessment of the projects. The catapult for the assignment was an investigation of the formal properties of light, resulting in a project in each discipline’s medium respectively. Each Interior Design student created a ‘light sculpture’ that investigated one or more properties of light. Each Dance student (partnered with an Interior Design student’s project) then created a ‘dance study’ in response to a video presentation of the ‘light sculpture’ via web streaming technology. Both sets of students submitted written descriptions (available on-line for all students to read) of the particular investigated properties of light as a companion for their projects. Although the students were geographically located on the same campus, they did not meet face-to-face until the final dance studies were completed. Interactions between the Dance students and the Interior Design students were limited to: streaming video, TRACS (Teaching Research and Collaboration System) course and project sites, and e-mail. Questions asked are: (1) How do students respond to combining face-to-face learning activities with remote activities? (2) How do students engage in peer learning both within and outside of their own disciplines and peer groups? (3) How does student collaboration and asynchronous learning affect the assessment of student projects?
|Keywords:||Interior Design, Dance, Collaborative Learning, Peer to Peer Learning, Asynchronous Learning, Interdisciplinary, Virtual, Digital Technology, Assessment, Remote Collaboration, Collaboration|
Assistant Professor, Department of Family and Consumer Sciences, Division of Interior Design, Texas State University, San Marcos, Texas, USA
Associate Professor, Dance Division, Department of Theatre & Dance, Texas State University, San Marcos, Texas, USA