Instructional design and practice of installation art based on Steam-Obe concept

Abstract

The digital wave triggered by new technology has changed the traditional way of life. Digital media art, as the most cutting-edge part of contemporary art, has been gradually followed up with professional creation courses related to digital media in colleges and universities. Interactive device art creation course is an important practical course for digital media art major. Seek innovation points in multi-media platforms and conduct independent interdisciplinary creation, so as to learn interactive installation art creation in digital media art.At present, there are still some problems in the design of interactive device art creation course, which are mainly reflected in the following aspects:1. The teaching system is not comprehensive enough. The comprehensiveness and pioneering nature of interactive installation art make it require higher and more comprehensive professional quality of students. However, the current teaching system has problems such as single curriculum, lack of interdisciplinary integration and lack of special training.2. Lack of project management awareness. In the practical teaching of interactive installation art creation, due to the comprehensiveness and diversity of the course, students often need to organize a team to complete it. However, due to the lack of project management awareness, students are difficult to lack effective organization and management of complex projects such as interdisciplinary practice and media integration.3. The assessment and evaluation system is not comprehensive enough. The current curriculum assessment and evaluation system lacks an incentive mechanism for innovation, attaches too much importance to the training of new media art talents, and fails to assess the quality of students' innovation ability quantitatively. As a result, students have problems such as stylized creation and weak innovation consciousness, and a more perfect assessment mechanism for new media art education.In view of the above problems, by analyzing the concept of OBE and STEAM, the content and process of experimental teaching are optimized, and an online and offline experimental teaching mode of interactive installation art that integrates OBE and STEAM is constructed. This model includes two modules of basic theory and experiment, and the course development and evaluation system based on STEAM concept.Combining OBE mode with STEAM concept, the change of teaching mode pays more attention to improving students' comprehensive quality fundamentally, and attaches importance to students' learning and development. In teaching, "student-teacher-problem" should be the center. Students are given learning tasks or problems, and teachers help students with academic practice, thinking and exploration in the process of guidance, so as to achieve the purpose of understanding new knowledge.The concrete practice of the construction of the teaching model integrating the concepts of OBE and STEAM is as follows:1. Establish a teaching knowledge system based on STEAM concept, and cultivate the ability of artistic creation with STEAM concept.2. Student-centered. Student-centered is the core idea of OBE model. The STEAM concept emphasizes the nature of practice and supports students' active, independent and socialized learning by promoting their comprehensive quality.3. Project-based learning. Through project-guided learning, problem-oriented, specific open-ended questions are put forward so that students can explore answers, master methods, broaden their thinking and improve their practical ability, so as to ultimately enable students to independently develop innovative project works.4. Establish a course assessment system and works evaluation system based on the STEAM concept, and improve the overall evaluation of students' course performance and professional creation.At present, East China University of Science and Technology has successfully carried out online and offline hybrid experimental course teaching by integrating the concepts of OBE and STEAM. Students watch MOOC videos recorded by teachers through the school's online learning platform, learn the creation process of installation art online, and conduct concentrated experiments in offline basic experimental courses. In the project practice module, students gave full play to their thinking and made plans. After prototype testing and optimization, many excellent assignments were finally produced, and students got good results.The digital media Art major of East China University of Science and Technology was selected for practical verification. Through course assessment and teaching evaluation, this teaching mode has achieved good results, which can improve students' learning engagement, improve students' design innovation literacy, cross-media innovation literacy, and enhance students' learning experience and teaching satisfaction. It provides a reference for the teaching reform of interactive installation art.