The document discusses the creation of inviting online learning environments through art-based interventions that foster human connections and creativity. Techniques like reflective poetry, movie analysis, soap opera scenarios, and theme songs are highlighted as effective means to enhance learning by promoting trust, respect, optimism, and intentionality. The authors emphasize that these artistic pedagogical technologies can positively influence student interactions and community building in online courses.

1. From the field
Creating Invitational Online Learning
Environments Using Art-Based Learning
Interventions
Authors Effective online learning environments are inviting; infused with respect, trust, inten-
tionality, and optimism (Purkey, 2007). Arts-based learning interventions like Reflec-
Beth Perry, RN, PhD
Associate Professor tive Poetry, Minute at the Movies Analysis, “Our Community” Soap Scenes, and Theme
Faculty of Health Disciplines Songs facilitate invitational online classes. These inexpensive, adaptable interventions
Athabasca University enhance learning environments by encouraging human connections and creativity.
Canada
bethp@athabascau.ca
Katherine J. Janzen, RN,
MN
1. Introduction
Assistant Professor Online learning environments should be inviting. Arts-based learning interventions enhance
Faculty of Health and human connections in online classrooms, and help create an invitational atmosphere infused
Community Studies
with respect, trust, intentionality, and optimism (Purkey, 2007). Artistic pedagogical tech-
Mount Royal University
Canada nologies (APTs), learning strategies founded in the arts, (Perry & Edwards. 2010) include lit-
kjjanzen@mtroyal.ca erary, visual, musical, or drama elements. The worth of the arts as teaching tools has been
recognized in face-to-face education (Kleiman, 2008). Paintings, photography, literature, po-
Margaret Edwards, RN,
PhD etry, music, and drama have contributed positively to the in-person classroom educational
Professor and Associate experience. Outcomes include reflection, (Darbyshire, 1994) , safe learning environments,
Dean (Calman, 2005), dialogue (Calman), and engagement of affect (Mareno, 2006). Perry, Ed-
Faculty of Health Disciplines wards, Menzies, and Janzen (2011) found APTs increased quality of interactions, enhanced
Athabasca University sense of community, furthered application of course content, and helped learners establish
Canada
group identity in online courses.
marge@athabascau.ca
This report describes APTs that we developed and used in online graduate courses to create
invitational learning environments. Reflective Poetry, Minute at the Movies Analysis, “Our
Tags Community” Soap Scenes, and Course Theme Songs are described. Analysis, based on invita-
tional theory, concludes the article.
invitational online learning
environment, artistic
pedagogical technology, 2. Arts-Based Learning Interventions
arts-based teaching,
reflective poetry The arts-based learning interventions described include elements of literature, drama, and
music.
2.1 Reflective Poetry
Online learners are invited to create poems that distill a complex or abstract course concept
into a few carefully chosen words. Poems provide unique avenues of expression of emotion,
feeling, and attitude. van Manan (1990) noted that poems do not require a summary as they
are the summary. In this way poems allow, even force, writers to be concise and precise.
Creating a poem requires the poet to engage in reflection regarding the topic of the poem.
ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
27
u
ers.e
gpap
.elea
rnin n.º 27 • December 2011
Pap
www
1

2. From the field
Students share their poems with the class in a virtual poetry 2.2 Minute at the Movies Analysis
reading, and instructors invite comments furthering reflective
thinking. This activity uses a video trailer from a movie related to a course
topic. Students view the trailer and are provided questions that
We have trialled different types of poems; parallel, reflective, aid them in their reflection regarding the actions of a movie
and Haiku. With parallel poems instructors provide learners with character that illustrate the topic. For example, in a course on
a poem (written by the instructor or selected from published effective leadership students might be encouraged to review
poetry) on a course theme. Students are challenged to write movie clips from Twelve Angry Men –a movie demonstrating in-
a poem that parallels the instructors’ poem in topic, rhythm, fluence as one man’s “leadership” causes the opinion of a whole
form, and cadence. With reflective poems instructors provide room of people to change, or Dead Poet’s Society where one
students with a course theme and ask them to create a poem of teacher-leader demonstrates various leadership strategies with
any style related to their experience with this theme. Another a group at a boys’ school. These clips provide starting points
poetic intervention, “Haiku it!,” invites students to condense a for discussion of leadership approach and style. YouTube offers
course discussion or reading into a Haiku –a poem of seventeen instructors a searchable library of movie trailers.
syllables– in three lines of five, seven, and five.
Movie clips introduce stories that may help students under-
One student response to the “Haiku it!” challenge condensed a stand related theory. A movie story may teach principles and
discussion of organizational change: theories, helping students gain both knowledge and attitudinal
shifts. Actors’ actions also provide role-modelling. Using movie
In change fear lives large
trailers provides manageable sized content for downloading,
No one knows what comes for them
and the short highlights help to focus discussion around specific
Tomorrow quivers
stories/theories.
“Our Community” Soap Scenes. This learning intervention com-
bines the drama of soap opera scenarios with Facebook-like
Figure 1: Example of a Community Member Facebook-like Profile
ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
27
u
ers.e
gpap
.elea
rnin n.º 27 • December 2011
Pap
www
2

3. From the field
profiles of created characters. The instructor creates profiles of and responsible. Optimism focuses on the limitlessness of hu-
approximately 10 individuals who are members of the imagined man potential; intentionality recognizes that deliberate actions
community. For example, if the graduate course was targeted at are required to create invitational environments (2007).
grade school teachers learning about collaboration, the commu-
Why do the APTs of Reflective Poetry, Minute at the Movies
nity of characters created might include grade school teachers,
Analysis, “Our Community” Soap Scenes, and Theme Songs
parents, students, and school administrators. Each community
positively influence the invitational nature of the classroom?
member has a Facebook-like profile. (see Figure 1) The profiles
We propose the following:
are part of the course materials. Throughout the course, various
community members are featured in scenarios that illustrate 1. Before trust and respect can be established participants
course concepts or create a storyline to stimulate class discus- must become acquainted. Sharing self-authored poems,
sion. The often melodramatic nature of scenarios reflects the and movie choices and insights reveals personal qualities,
title of the learning activity “soap scenes.” values, biases, and priorities. APTs provide an acceptable
avenue for self-disclosure that allows familiarity to be en-
As the course proceeds and community members are integrat-
hanced. People get to know one another. As students take
ed into class discussions, students begin to regard the fictitious
risks, participate in challenging activities, expose vulnera-
community members as part of the course and refer to their
bilities and emotions, and find sharing received non-judge-
actions and attributes in other course discussions. Students may
mentally by class colleagues, the sense of trust and respect
create additional member profiles, and blank profile templates
is heightened.
are provided to facilitate this. Some students create self-profiles
2. Group optimism gives rise to a sense that anything is possi-
adding themselves to the community.
ble. This optimism is fueled by success. With APTs students
are told there are no right or wrong answers; all participa-
2.3 Course Theme Song tion is embraced as valuable. Diversity and creativity are
Using course theme songs adds music to online courses. Music encouraged. The class community gradually develops opti-
evokes emotion, and a theme song (used strategically during mism (evidenced as confidence) that furthers participation
the course) may provide learners with a community-building and individual and collective learning.
commonality. A link to the theme song can be offered at the 3. Utilizing APTs, online course designers/instructors can eas-
beginning or end of course units and/or at challenging junctures ily, inexpensively, and intentionally take action to enhance
as a means of motivation and focus. learning environments. APTs do not require additional soft-
ware or programming. APTs can be adapted for multiple
Choosing an appropriate theme song is difficult as people ap- course topics, cultures, and teaching and learning styles.
preciate different genres of music. Avoiding potentially distract-
ing or offensive lyrics is important. Up-tempo, instrumental
songs are safer choices. Online open source (royalty free) data-
bases of music such as www.jamendo.com are available. Alter-
References
natively, students may choose the theme song which can be a Calman, K.C. (2005). The arts and humanities in health and
team-building activity. A theme song used in an online graduate medicine. Public Health, 119, 958-9.
course is “Destiny” available at http://www.jamendo.com/en/
Darbyshire, P. (1994). Understanding caring through arts and
track/702401.
humanities: A medical/nursing humanities approach to promoting
alternative experiences of thinking and learning. Journal of Advanced
3. Conclusions Nursing, 19, 856-863.
Learning environments affect student learning (Haigh, 2008).
Kind, P., Destiny. The Fallen Angel, retrieved October 14, 2011
Arts-based learning interventions may help create invitational
from http://www.jamendo.com/en/track/702401.
learning environments, infused with trust, respect, optimism,
and intentionality (Purkey, 2007). Trust recognizes humans as Haigh, M. (2008). Coloring in the emotional language of place.
interdependent. Respect recognizes people are able, valuable, Journal of Invitational Theory and Practice, 14, 25-40.
ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
27
u
ers.e
gpap
.elea
rnin n.º 27 • December 2011
Pap
www
3

4. From the field
Kleiman, P. (2008). Towards transformation: conceptions of
creativity in higher education. Innovations in Education and Teaching
International, 45(3), 209-217.
Mareno, N. A. (2006). A nursing course with the great masters.
Nursing Education Perspectives, 27(4), 182-183.
Perry, B., & Edwards, M. (2010). Creating a culture of commu-
nity in the online classroom using artistic pedagogical technologies.
Using Emerging Technologies in Distance Education. G.Veletsianos (Ed.).
Edmonton, AB: AU Press.
Perry, B., & Edwards, M., Menzies, C., & Janzen, K. (2011).
Using Invitational Theory to Understand the Effectiveness of
Artistic Pedagogical Technologies in Creating an Invitational
Classroom in the Online Educational Milieu. Proceedings of the
6th International Conference on e-Learning (ICEL), Kelowna, BC,
June 27-28.
Purkey, W. W. (2007). An introduction to invitational theory,
retrieved October 15, 2011 from www.invitationaleducation.net/
ie/ie_intro2.htm
van Manen, M. (1990). Researching lived experience: Human science
for an action sensitive pedagogy. London, ON: Althouse.
Edition and production
Name of the publication: eLearning Papers Copyrights
ISSN: 1887-1542
The texts published in this journal, unless otherwise indicated, are subject
Publisher: elearningeuropa.info
to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks
Edited by: P.A.U. Education, S.L. 3.0 Unported licence. They may be copied, distributed and broadcast pro-
Postal address: c/Muntaner 262, 3r, 08021 Barcelona (Spain) vided that the author and the e-journal that publishes them, eLearning
Phone: +34 933 670 400 Papers, are cited. Commercial use and derivative works are not permitted.
Email: editorial@elearningeuropa.info The full licence can be consulted on http://creativecommons.org/licens-
Internet: www.elearningpapers.eu es/by-nc-nd/3.0/
ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
27
u
ers.e
gpap
.elea
rnin n.º 27 • December 2011
Pap
www
4