Welcome to the Exhibiting Student Work… Online?

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Topic: Inspirations

Email 3 (of 5)

You're not the first person to do this, so why not look to others who have done it?

During the original course we highlighted case studies of teachers who worked through their own exhibitions. However all those case studies have one thing in common, they typically did not include online elements. For this section of the micro-course we're including some case studies featuring teachers that had experiences that reflected the odds and ends of online exhibitions. Hopefully that can help you to see how other people have done it online and serve as inspiration as you prepare your online exhibition.

As you make your way through these stories, make sure you take notes and ask yourself a few questions as you read them. Here are some questions to keep in mind as you read:

  • How is this exhibition different from one that took place in person?
  • Did this exhibition have to be online?
  • What were the advantages of holding it online or including online elements?

Case Study 1

Case study adapted from the “How To PBL Online” course at
Prior to a project launch, Kay reached out to the creators of Dear Data, the project that inspired her Happy Science project. It seemed like a longshot, but one of the artists responded immediately and agreed to share student work on her social media page, and also directed her to a project trailer! This was a huge surprise to Kay and her students but it demonstrates the willingness of companies to help educators and students. During the launch, she showed two project trailers: one that she created, and one that the authors of Dear Data created. 
Kay then created a website so students could watch the trailers and post live comments to share what they were excited about without requiring them to have a social media account.That site also allowed the artists from Dear Data to easily share the students' work on the Dear Data Twitter page. This made the exhibition more accessible because it did not require students to have a social media account or access. Instead, students could interact directly with the website she created to upload their final product.

Case Study 2

Students in Jeremy’s computer science class were excited, they’d be making their own video games before posting them onto an online games store for the world to see and play! It seemed easy enough, all the students had the right hardware to make their games and had learned about the upload process for the digital store. The final exhibition would be students sharing their games via social media, as a local game journalist tweeted about the student’s project. Jeremy thought with the school computers and lack of physical exhibition space he wouldn’t need to worry about materials, but there was more to the material management than he first thought.
Students were required to create the 3d models for everything in-game. However, he did not account that some objects were more difficult to create, and realized some students were falling behind as they were less computer savvy. As deadlines approached, Jeremy decided that students could use packs of 3D models created by other people online, but they often cost money. This worried him, as there was very little wiggle room in the budget, and time was running out. He brought his concerns to his students, and one informed Jeremy of a site that contained 100% free models. Other students even offered their help to classmates who might have been falling behind in their 3D modeling process. Jeremy was ecstatic and had everyone who could help other students, and gave everyone the option to download free models online. This combination of free online models and helpful students, saved him from disaster.
Ultimately, the students’ games turned out amazing, and Jeremy was happy to have avoided what could have been big roadblocks within the workflow. He used these lessons to understand that materials are not always physical, and that he needed to keep these things in his mind as he did the project in the future again.

Case Study 3

As Juan began to prepare for the end of the semester, they had to prepare for special circumstances. The school had just closed down due to the first floor flooding from heavy rains, but the administration had decided to keep classes going on a work from home/video chat schedule. Typically, Juan’s students would give a Presentation of Learning (POL) to a teacher, their peers, and their family, but that was no longer an option.

Instead, Juan found a way to help give critique from home and also include all students in the process. A student would film themselves giving a first run of their POL to their phone camera and record it. Once done, they would post it on a shared Google Drive and share the link onto a Google Doc viewable by the entire class. Students would then be required to give peer feedback on the dry runs. They were graded on things such as content of the presentation, eye contact, their tone, natural gestures, etc.
Students were free to repeat this process as many times as they wanted, always improving with each upload. Ultimately the process was more difficult at times to do in an online setting, but it was never close to impossible. Students did this before they all joined a giant group video chat, and had days where students would give their presentations to their peers from home.

The process was clunky at times, but Juan was able to make due with the limitations they were given, and help students fully assess their work.

Next Steps

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