Educator | Technologist
Instructional Design & Professional Leadership
Publications
Authored the following articles for The MAEA Gazette, the professional publication of the Maryland Art Education Association.
Chapter 6-
Augmented Archives: Engaging students in special collections through augmented reality technology.
This chapter details a case study of our experience in initiating the use of AR in an academic library as both an outreach and instructional tool. In this chapter we describe the process of developing the first instructional sequence in this ongoing initiative, and discuss the instructional and technological considerations and challenges we encountered through the implementation process.
Bishop, R. & Calloway, H. (2018). Ch. 6-Augmented Archives: Engaging students in archives and special collections through augmented reality technology. In J.P. Van Arnhem, C. Elliot & M. Rose (Eds.), Augmented and Virtual Reality in Libraries (p. 93-112). Lahnam, MD: Rowman and Littlefield.
Bishop, R. & Counihan, E.
Beyond the page – New literacies in the 21st century.
Voices from the Middle, Vol. 25, No. 4, May 2018
Theme: What's Next? Digital Tools and Social Media
Bishop, R. & Counihan, E. (in press). Why "It doesn't matter how it looks" isn't good enough anymore.
Voices from the Middle, Vol. 26, No. 1, September 2018
Theme: Wherefore "Art" Thou? Arts in Your Curriculum
Anderson, E., Bishop, R., & Cross, N.
Dealing with Data: Instructing with Infographics in an Undergraduate Sociology Course
November 2018. College Teaching 67(7):1-14
Abstract:
As the collection and dissemination of “big data” become easier, we are exposed to increasing numbers of visuals, or infographics, that convey this data. Students are likely to interact with infographics through news, advertising, and social media platforms, but they may not have the skills in quantitative reasoning or visual literacy to effectively understand how data is employed or framed to tell particular stories. Teaching students about the tools, available data, and communication styles that infographics offer early in their coursework can provide them a basis on which to better develop a variety of analytic and communication tools throughout additional courses in their major field of study. Through the process of learning to locate, evaluate, and use data in infographics, students also become better consumers of data visualization. A series of scaffolded assignments that help accomplish this are detailed here.
Current Instructional Design/Digital Scholarship Work
Reflective Assessment
Making the Grade: Reflective Assessment
Presented at Maryland Art Education Association Conference:2013:
Presented at AACPS Secondary Lead-Teachers Meeting: 2012
Co-Designed* a Visual Arts assessment model, Reflective Assessment , which includes pre-assessment, formative, summative and student self-assessment.
Reflective Assessment engages students in reflective writing throughout the art-making process, helping them become reflective practitioners and articulate artists. Reflective Assessment also leverages a outcomes/standards-based flexible rubric that allows for student self-reflection and self-evaluation.
Best practices for assessment, grading, data collection and data-driven dialogues regarding student achievement and response to artworks and art-making were discussed. Participants were provided with assessment tools ready to be implemented in classrooms.
*Co-designer Erika Oldershaw
Augmented Reality in Museum Instruction
The project, Augmented Archives, funded by a Sandbox grant, leverages Augmented Reality technology in the research, curation and exhibition of archives and special collections materials.
Fueled by student research, the Augmented Archives project presents an opportunity for students to curate exhibits of historic artifacts and significant objects. These exhibits come to life using augmented reality technology to make rare documents, fragile artifacts and curator commentary videos accessible to exhibit visitors.
A brief documentary about Washington’s Secret History and the benefits of augmented reality and investigative curation in a project-based learning experience.
Augmented Archives in action--see how the technology works.
The Talking Portraits of Washington College, part of the Augmented Archives Project, includes an AR scavenger hunt for first year students getting to know the campus and its history.
Summer 2016: Augmented Archives Promotional Video
March 2017: Presentation at Association of College and Research Libraries Peer-Reviewed Conference
Washington College student, Sarah Graff '18, demonstrates how trigger images work in the Augmented Archives project during the closing reception lecture at Kohl Gallery.
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Above: Images of student curators installing the Augmented Archives Exhibit.
Tech Tools for Educators
Below are some technology in teaching presentations that I have prepared for use in conferences, professional development meetings and teacher trainings.
PLAY! Learning through Music, Singing, Playing,
and Dancing in the Classroom
2008: AEMS Arts Integration Conference:
2008: Maryland Art Education Association Conference:
2009: AACPS Elementary Lead Teacher Professional
Development Meeting
This presentation gave teachers strategies for arts-integration by providing a repertoire of songs, movement exercises and games that help to teach fundamental concepts in Math, Science, Social Studies and Language Arts.
Play-Based Teaching and Learning
Professional Development Mini-Conference Coordination
MAEA CONNECT: Art That Heals
As part of my role as Middle-Level Divison Director and Professional Development Co-Chair for the Maryland Art Education Association, I coordinated a mini-conference as part of the MAEA's CONNECT Professional Development series.
At this event, teachers, counselors, mentors and pupil personnel workers joined together to explore the many ways the visual arts can promote healing as well as learning for young people. Three presenters, two hands-on workshops and a day of connecting with colleagues empowerd participants with strategies for implementing positive, meaningful visual arts experiences.
More information can be found by clicking here.
Curriculum Writing
2014: Anne Arundel County Public Schools
Photography and Digital Processes—Digital Citizenship
2009: Anne Arundel County Public Schools
Tour of Italy PVA Integrated Arts Foreign Language Class
Assessment Design
2014-2015: Anne Arundel County Public Schools
District-Wide Visual Arts Common Assessment Model
2010-2014: Collaborative Research & Development with Erika Oldershaw
Making the Grade: Reflective Assessment
Presented at:
2013: Maryland Art Education Association Conference
2012: AACPS Secondary Lead-Teachers Professional Development Meeting
Selected Presentations
Lights, Camera, Action! Differentiated Instruction Through Film-making
2010: Maryland Art Education Association Conference
Developed and implemented professional development discussing a model for a fully differentiated, student-led, project-based series of lessons, culminating in a service-learning experience.
Presentation discussed ways to integrate Technology through Visual Arts, Theatre, Language-Arts in a unit focused on 21st Century competencies.
PLAY! Learning through Music, Singing, Playing, and Dancing in the Classroom
2008: AEMS Arts Integration Conference:
2008: Maryland Art Education Association Conference:
2009: AACPS Elementary Lead Teacher Professional Development Meeting
This presentation gave teachers strategies for arts-integration by providing a repertoire of songs, movement exercises and games that help to teach fundamental concepts in Math, Science, Social Studies and Language Arts.
Cell It! Integrating Technology, Visual Arts and Science
2010: AACPS All-County Art Teachers Professional Development Meeting
This presentation discussed a model lesson for integrating fundamental Ecology and Biology concepts with observational drawing and abstract art concepts through the collection of specimens and the use of digital microscopes.
Differentiated Instruction: Levels of Engagement
2009: AACPS Secondary Lead-Teachers Professional Development Meeting
2009: AACPS New Art Teachers Professional Development Meeting
This presentation discussed a model for incorporating differentiated instruction strategies in any classroom with highlighted strategies for the Visual Arts teacher. This presentation was designed to help teachers transition to a differentiated instruction model by presenting strategies in terms of “levels” of engagement for both the teacher and student.
Exemplary Classroom Observation: Classroom Visits for New Art Teachers
2008, 2010, 2011, 2012, 2014
Yearly open classroom observation modeling best practices for new AACPS Art teachers.
Hosted Q & A sessions to discuss strategies for success for new teachers.