learnings for metal arts report v studiosschool sub ......deep dive: instructor barriers to teaching...

REPORT - Studio/School Sub Report

Survey Segment: FacilitatingInstructor/School Discussions

Intro Pg 1 Intro Pg 2 Available Reports A..

What Do We Do Now?Metal Arts Education in aPost-COVID World

Key Learnings for Metal ArtsEducational Facilities Last Updated 10/4/2020 Contact Rachel Morris with questions ([email protected])


Survey Segment: FacilitatingInstructor/School Discussions

Intro Pg 1 Intro Pg 2 Available Reports A..

How the Survey Came To Be

The “What Do We Do Now? Metal Arts in a Post-COVID World” survey emerged from a grassroots collecve of metal arts instructors seeking tobeer understand the challenges facing those of us teaching amidst the evolving COVID pandemic. The survey’s inial themes were developed byFrancesca Watson of The Makery (Bulverde, TX) and Rachel Morris of Eclecc Nature Jewelry & Design (Portland, OR). A commiee of professionalmetal arsts and educators was brought together, adding in Charles Lewton-Brain, Nanz Aalund, Kate Richbourg, and Julie Sanford. This grouprefined the topics and developed specific quesons through a series of guided workshops led by Rachel Morris.

The survey was promoted via social media and word of mouth, globally, and data was collected via SurveyMonkey between 7/5/2020 and7/23/2020, at which point a snapshot of data from the 425 respondents was extracted for analysis.

Data transformaon has been done via a custom Microso Access database in order to load it into Tableau for reporng and graphing. Nominalmanual data cleanup was done on several fields, including mapping to latude/longitude, aligning “Other” answer fields with exisng similarresponses, and adjusng descriptors to provide connuity of reporng.

A dra of the analysis report was presented to interested members of the “Teaching Online: Best Pracces for Educators” Facebook group for fe..


Survey Segment:Facilitating Instruc..

Intro Pg 1 Intro Pg 2 Available Reports About theRespondents

Interpretaon and Intended Uses

This survey is from the perspecve of the educators and did not include student input. In addion to evaluang the types of classes being taughtand student populaons being served, the survey broadly describes educaonal engagement and communicaon methods used, markengapproaches for both in-person and online classes, and what respondents expect of the instuons through which they teach. Further, it idenfiestheir experience with exisng tools for online educaon, the barriers they are most challenged by, and the resources they are struggling to find inorder to overcome these challenges.

Some effort has gone into ensuring that the resulng reports do not make assumpons or try to mandate behaviors for educators and instuonsgoing forward. However, there are some parcularly powerful insights found in the data. Two key discoveries are centered around 1) what barriersthe respondents find most challenging to moving into online teaching and how those barriers change with years of teaching experience, and 2)how many educators believe they will or will not be connuing in person classes or beginning online classes in the future.

Addionally, with responses from 16 countries, we believe this to be the first survey of its kind to provide such a specific, in-depth look at metalarts instructors and how they self-idenfy themselves and their student base, globally. We hope that it will invite further conversaon amongstinstructors and administrators, and also within the industry as a whole, about how to promote and support the ongoing study of metal arts.

Please consider these reports a jumping off point for connued discussions of an ever-changing model for metal arts educaon...


Intro Pg 1 Intro Pg 2 Available Reports About the Respondents Where RespondentsAre From

Available Reports

Overview Results Report - This has high level results about all aspects of the survey.

Basic Respondent Stats Sub Report - This pulls out just the core "describe who responded" data

Studio/School Key Learnings Report - This is a report geared towards opening up discussions between educators and studios/schools about needsand challenges

Markeng and Promong Sub Report - This pulls out key metrics about communicaon methods currently used by respondents

Deep Dive: Instructor Barriers to Teaching Metals Online Report - This looks more deeply at the Barriers to Teaching queson, pivong and divid..


Intro Pg 2 Available Reports About the Respondents Where Respondents Are From Gender Breakdown ofRespondents

About the 425 Respondents


Available Reports About the Respondents Where Respondents Are From Gender Breakdown of Respondents RespondentSelf-Identification

United States of America United States of America

New Zealand New ZealandAustralia

Pakistan

ThailandMexico Mexico

France

Brazil

© 2020 Mapbox © OpenStreetMap

Zip Country StatePro..Australia Australia..

New Sout..Queensla..VictoriaWestern ..

Austria WienBrazil UnknownCanada Alberta

British Co..ManitobaNew Brun..Nova Sco..OntarioQuebecSaskatch..

Chile UnknownFrance Bretagne

16131

11

131311189

11

Breakdown byState/Province Alt


About theRespondents

Where Respondents Are From Gender Breakdown of Respondents Respondent Self-Identification Years Working inMetals

Woman3180.75%

Man980.23%

Prefer not to say7

0.02%Transgender, nonbinary, or other gender

20.00%


Where RespondentsAre From

Gender Breakdown of Respondents Respondent Self-Identification Years Working in Metals About Respondents'Classes

Metal Clay Artist3

Metalsmith4

Goldsmith5

Silversmith12Electroplater/Electroformer

20Bladesmith

21Machinist23Beader33Blacksmith

49

Makerspace/Teaching Studio Owner81

86

92

JewelerDesigner177

Art Jeweler291

Artist328

Educator/Teacher385

Q: "Which of the following describe you in the context of metal work?"(Multiple answers were allowed)

Educator/TeacherArtistArt JewelerDesignerBench JewelerEnamelistSculptorMakerspace/Teaching Studio OwnerArts Administrator/Program ManagerBlacksmithBeaderMachinistBladesmith

222234512202123334967818692127177291328385

Anodizer

Art Center Director

Author

Chainmailler

Digital Jeweler

FabricatorFoundry Artisan

1111111111111111111

Other


Gender Breakdownof Respondents

Respondent Self-Identification Years Working in Metals About Respondents' Classes How LongRespondents Have B..

20+ Years22552.94%

11-20 Years13431.53%

6-10 Years5212.24%

0-5Years143.29%

Years Working in Metal


RespondentSelf-Identification

Years Working in Metals About Respondents' Classes How Long Respondents Have BeenTeaching In Person Classes

How LongRespondents Have B..

About Respondents' Classes


Years Working inMetals

About Respondents' Classes How Long Respondents Have BeenTeaching In Person Classes

How Long Respondents Have BeenTeaching Online Classes

How LongRespondents Have B..

0-5 Yrs 6-10 Yrs 11-20 Yrs 20+ Yrs

In Person Workshops

In Person One on One

In Person College Classes

In Person Continuing Ed

In Person Tradeshows

In Person HS Classes

In Person Grad Classes

In Person Trade School Classes 11

16

19

29

31

46

66

100

13

13

16

31

42

40

62

101

7

10

12

34

27

31

66

77

18

34

34

35

51

59

92

94

Q: "How long have you been teaching classes using the following models:" Filter by Type of Cl..

Current Teac..Current Teac..


About Respondents'Classes

How Long Respondents Have BeenTeaching In Person Classes


How Long Respondents Have BeenWilling to Travel for In Person Classes

Types ofProgramming Used

0-5 Yrs 6-10 Yrs 11-20 Yrs 20+ Yrs

Online Workshops

Online One on One

Online College Classes

Online Continuing Ed

Online HS Classes

Online Grad Classes

Online Tradeshows

Online Trade School Classes 2

2

1

2

1

2

3

4

1

2

4

5

4

10

1

3

8

9

17

22

30

29

37

76

96

121

Q: "How long have you been teaching classes using the following models:" Filter by Type of Cl..

Current Teac..Current Teac..


How LongRespondents Have ..



Types of Programming Used Max Ideal # Students -In Person Classes

How Far To Teach

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170

# Willing to Travel This Distance

I don't travel to teach (in studio only)

1-25 miles / 1-40 km / Local only

26-100 miles / 40-160 km /In-state/province

100-500 miles / 160-800 km / Neighboringstate/province/country

500+ miles/800+ km / Extendedtravel/cross country/inter-country

4210%

9322%

7417%

5212%

16238%

Q: "How far have you been willing to travel in order to teach?"





Max Ideal # ofStudents - ..

Certificate/DegreeProgramming24.00%102

Professional DevelopmentProgramming33.41%142

Project Based Programming82.59%351

Skills Based Programming82.82%352

Techniques Based Programming92.94%395

Q: "Which of the following types of programming do your classes most oen provide?" (Mulpleanswers were allowed)




Max Ideal # of Students -Online Classes

Student Ages

1-6 Students 7-12 Students 13-18 Students 19-24 Students 25+ Students

In Person Workshop

In Person Continuing Ed Class

In Person College Class

In Person Tradeshow

In Person Grad Class

In Person High School Class

In Person Trade School Class 3

15

5

23

6

3

4

10

13

8

22

20

12

16

23

19

13

30

50

32

54

31

41

43

49

65

86

195

11

17

36

15

24

38

126

Q: "What maximum class size are you comfortable teaching in the following class types:" Filter Class Types

Max In Perso..Max Online C..


Types ofProgramming Used

Max Ideal # Students -In Person Classes


Student Ages Student Experience byStudent Type

1-6 Students 7-12 Students 13-18 Students 19-24 Students 25+ Students

Online Workshop

Online Continuing Ed Class

Online College Class

Online Grad Class

Online Tradeshow

Online High School Class

Online Trade School Class 13

19

51

13

17

20

48

9

14

12

11

26

18

34

16

22

26

17

46

39

86

23

24

27

29

40

45

105

10

6

7

24

9

19

41

Q: "What maximum class size are you comfortable teaching in the following class types:" Filter Class Types

Max In Perso..Max Online C..


Max Ideal #Students - ..


Student Ages Student Experience by Student Type How RespondentsCurrently Engage wi..

Youth (12 and under)23

Teen (13-18)82

Youngadult/college

26-35257

36-45289

55+297

46-55315

Q: "What are your typical students' ages?" (Mulple answers were allowed)Subject46-5555+36-4526-35Young adult/college aged (19-25)Teen (13-18)Youth (12 and under)


Max Ideal # ofStudents - ..

Student Ages Student Experience by Student Type How Respondents Currently Engagewith Students

Teaching Models

Hobbyist Liberal Arts Degree Metals Fine Arts Degree Self-Directed Trade School

Intermediate277

Intermediate119

Intermediate129

Intermediate289

Intermediate99Advanced

109 Advanced46

Advanced120 Advanced

48

Beginner309

Beginner122

Beginner239

Beginner82

Q: "How would you classify your typical student's experience level?" (As perceived by teachers -Mulple answers were allowed)


Student Ages Student Experience by Student Type How Respondents Currently Engagewith Students

Teaching Models Materials We ProvideStudents

N/A - Don't use Before registrationAfter registration,but before class

First sessionDuring class/inbetween sessions

After class iscompleted

Forums

Group Chat

Group Emails

In Person Office Hours

Individual Emails

One-on-One In Person Tutoring

One-on-One Online Tutoring

Online Office Hours 5

21

25

19

7

13

7

21

87

100

134

105

88

47

67

61

26

28

45

21

40

25

36

39

38

21

18

104

32

162

25

53

36

17

28

121

34

105

8

22

201

147

44

194

63

249

201

Q: "When, if ever, do you use the following methods of student engagement?" (Mulple answerswere allowed)


Student Experienceby Student Type

How Respondents Currently Engagewith Students

Teaching Models Materials We Provide Students Has Been Using vsWill/Will Not Be Using

Respondents' Existing & AnticipatedTeaching Models


How RespondentsCurrently Engage ..

Teaching Models Materials We Provide Students Has Been Using vs Will/Will Not BeUsing

Has Not Been Using vsWill/Will Not Be Using

Before registrationPre-read/pre-viewafter registration

First day of classDuring specificlessons

After close of class N/A / Do not provide

Course Description

Design or Project Criteria

Grading Methodology

Materials Kit

Materials List

Patterns and Templates

Resource Guide

Safety Guidelines

Student Review

Student Tools List

Studio Tools List

Suggested Reading 60

52

53

72

17

39

44

54

51

172

27

8

27

2

2

258

47

3

3

2

26

107

34

19

52

20

121

153

25

37

37

101

22

119

118

59

22

238

150

169

65

168

110

149

88

70

75

114

4

88

41

35

124

76

31

52

40

27

133

163

1

58

14

5

146

73

18

88

263

Q: "When, if ever, do you provide the following support materials to students?"


Teaching Models Materials We Provide Students Has Been Using vs Will/Will Not BeUsing

Has Not Been Using vs Will/Will Not BeUsing

Perceived Barriers

Future UseWill Be Using Will Not Be Using

Has BeenUsing

In Person College ClassesIn Person Continuing EdIn Person Grad ClassesIn Person HS ClassesIn Person One on OneIn Person Trade School ClassesIn Person TradeshowsIn Person WorkshopsOnline College ClassesOnline Continuing EdOnline Grad ClassesOnline HS ClassesOnline One on OneOnline Trade School ClassesOnline TradeshowsOnline Workshops 11%

9%30%8%28%17%21%11%10%43%37%11%42%36%32%30%

89%91%70%92%72%83%79%89%90%57%63%89%58%64%68%70%

Has Been Using This Model To Date vs Future Ancipated Use of the Model Current UseHas Been Usi..Has Not Been..


Materials WeProvide Students

Has Been Using vs Will/Will Not BeUsing


Perceived Barriers Barriers to TeachingOnline - Overall

Future UseWill Be Using Will Not Be Using

Has Not BeenUsing

In Person College ClassesIn Person Continuing EdIn Person Grad ClassesIn Person HS ClassesIn Person One on OneIn Person Trade School ClassesIn Person TradeshowsIn Person WorkshopsOnline College ClassesOnline Continuing EdOnline Grad ClassesOnline HS ClassesOnline One on OneOnline Trade School ClassesOnline TradeshowsOnline Workshops 41%

86%93%47%96%91%81%89%51%91%94%59%96%94%87%97%

59%14%7%53%4%9%19%11%49%9%6%41%4%6%13%3%

Has Not Been Using This Model To Date vs Future Ancipated Use of the Model Current UseHas Been Usi..Has Not Been..


Has Been Using vsWill/Will Not Be Us..


Perceived Barriers Barriers to Teaching Online - Overall Prioritized Barriers byYears Teaching In Pe..

Perceived Barriers to Online Teaching


Has Not Been Usingvs Will/Will Not Be ..

Perceived Barriers Barriers to Teaching Online - Overall Prioritized Barriers by Years TeachingIn Person

Prioritized Barriers byYears Teaching Online

Technology challenges/access

Student learning models

Increased Time Requirements

Income Impact/Pricing Concerns

Personal presentation challenges

Safety

Fiscal Equity/Disability Access

Lack of desire/resistance to teach..

School administration issues

Curriculum Approach

Customer Acquisition

Overwhelmed by process/Learnin..

Providing Unique Content/Compe..

Intellectual Property Rights

Personal Outside Influences

Screen fatigue

Barriers - Other(Summarized)

Total showstopper

Considerablebarrier

Moderatebarrier

Nominal/Nobarrier

Student Tool AccessTroubleshooting Student WorkProfessionalismNew Model with SchoolsStudent SafetyLive Video PresentationChanging Income SourcesVideo or Audio QualityStudent-Teacher InteractionsCostDemoing OnlineCourse DesignTechnical SkillsMarketingPre-class Skills EvalCourse PacingGrading Student Work 49%

33%38%31%29%28%26%22%28%19%35%24%22%17%17%16%7%

34%48%41%43%46%43%44%46%41%50%31%42%40%46%39%42%29%

15%18%20%23%24%25%26%26%28%29%29%31%32%33%37%39%48%

2%2%1%2%2%4%4%5%2%2%5%3%5%3%6%3%16%

Q: "How much of a perceived barrier are the following to yourability to teach online?"

Student Tool AccessProfessionalismTroubleshooting Student WorkNew Model with SchoolsStudent SafetyVideo or Audio QualityCostLive Video PresentationDemoing OnlineCourse DesignChanging Income SourcesStudent-Teacher InteractionsTechnical SkillsMarketingCourse PacingPre-class Skills EvalGrading Student Work 1.713

1.8521.8801.9641.9902.0432.0462.0532.0672.1292.1372.1472.2062.2192.2992.3182.732

Barriers to Teaching - WeightedRanking - Most to Least Challenging(1 = Nominal/None, 2 = Moderate, 3 =Considerable, 4 = Total Show Stopper)


Perceived Barriers Barriers to Teaching Online - Overall Prioritized Barriers by Years TeachingIn Person

Prioritized Barriers by Years TeachingOnline

Respondents'Self-Identified Tech ..

Student Tool AccessProfessionalismNew Model with SchoolsLive Video PresentationTroubleshooting Student WorkStudent SafetyVideo or Audio QualityCostTechnical SkillsChanging Income SourcesStudent-Teacher InteractionsDemoing OnlineCourse DesignMarketingCourse PacingPre-class Skills EvalGrading Student Work 1.6803

1.80621.93891.96901.99242.00002.02312.03102.09092.09852.15272.17052.17692.18182.27482.30302.6308

20+ yrsStudent Tool AccessProfessionalismTroubleshooting Student WorkVideo or Audio QualityNew Model with SchoolsLive Video PresentationStudent SafetyMarketingStudent-Teacher InteractionsTechnical SkillsCostCourse DesignDemoing OnlineChanging Income SourcesCourse PacingGrading Student WorkPre-class Skills Eval 1.6990

1.70531.77361.93271.95191.96191.97121.98102.00952.04812.11432.12152.16672.16982.30482.33962.6381

11-20 Yrs

How Respondents Perceive Their Barriers to Teaching (most challenging to least) Based on Years' Experience Teaching IN PERSON..

Student Tool AccessTroubleshooting Student WorkStudent SafetyProfessionalismCostDemoing OnlineNew Model with SchoolsCourse DesignVideo or Audio QualityStudent-Teacher InteractionsLive Video PresentationPre-class Skills EvalChanging Income SourcesTechnical SkillsCourse PacingMarketingGrading Student Work 1.744

1.8571.8791.9001.9782.0112.0782.0782.0902.1002.1002.1222.2562.2672.3562.4112.888

6-10 YrsStudent Tool AccessTroubleshooting Student WorkProfessionalismNew Model with SchoolsChanging Income SourcesCostDemoing OnlineStudent SafetyCourse DesignVideo or Audio QualityLive Video PresentationStudent-Teacher InteractionsMarketingTechnical SkillsPre-class Skills EvalCourse PacingGrading Student Work 1.721

1.9211.9441.9441.9772.0902.1012.1692.2132.2162.2362.2582.2702.3332.3602.3602.831

0-5 Yrs


Barriers to TeachingOnline - Overall

Prioritized Barriers by Years TeachingIn Person


Respondents' Self-Identified TechSavviness

Insights from theSurvey

ProfessionalismLive Video PresentationVideo or Audio QualityStudent Tool AccessStudent SafetyNew Model with SchoolsTroubleshooting Student WorkMarketingDemoing OnlineCostStudent-Teacher InteractionsTechnical SkillsPre-class Skills EvalCourse PacingChanging Income SourcesCourse DesignGrading Student Work ####

################################################################

11-20 YrsProfessionalismMarketingNew Model with SchoolsVideo or Audio QualityChanging Income SourcesTechnical SkillsCourse PacingTroubleshooting Student WorkStudent Tool AccessStudent SafetyGrading Student WorkStudent-Teacher InteractionsPre-class Skills EvalCourse DesignCostLive Video PresentationDemoing Online 1.500

1.5001.6671.6671.6671.6671.8331.8331.8331.8332.0002.0002.1672.1672.3332.4002.667

20+ yrsStudent Tool AccessTroubleshooting Student WorkProfessionalismStudent SafetyNew Model with SchoolsCostVideo or Audio QualityStudent-Teacher InteractionsDemoing OnlineCourse DesignLive Video PresentationChanging Income SourcesTechnical SkillsMarketingCourse PacingPre-class Skills EvalGrading Student Work 1.677

1.7491.7831.8091.8811.9551.9751.9951.9951.9952.0202.0592.1462.1762.1792.2702.815

0-5 YrsStudent Tool AccessCostTroubleshooting Student WorkStudent SafetyNew Model with SchoolsVideo or Audio QualityStudent-Teacher InteractionsProfessionalismLive Video PresentationCourse DesignGrading Student WorkDemoing OnlineTechnical SkillsMarketingCourse PacingPre-class Skills EvalChanging Income Sources 1.538

1.5381.6151.6151.6151.7691.8331.8461.9231.9231.9231.9232.0002.0772.0772.3852.615

6-10 Yrs

How Respondents Perceive Their Barriers to Teaching (most challenging to least) Based on Years' Experience Teaching ONLINE..


Prioritized Barriersby Years Teaching I..



Insights from the Survey Current In PersonMarketing Techniques

End user only - notechnical skills

Beginner Intermediate Advanced

Social Media Platforms

Online Forums

Video Recording and Camera

Video Conferencing

Video Editing

Learning Management Systems

Sound Recording and Editing 16

17

19

33

33

64

81

41

81

73

162

142

193

250

174

105

184

162

183

109

62

122

63

92

37

41

24

14

Q: "How would you rate your overall technical savvy regarding:"

Social Media Platforms

Online Forums

Video Conferencing

Video Recording and Camera

Learning Management Systems

Video Editing

Sound Recording and Editing 1.861

2.052

2.195

2.419

2.485

2.762

2.978

Tech Savvy Self Evaluaon, Weighted Ranking(Most Savvy to Least)(1=End User, 2 = Beginner, 3 = Intermediate, 4 = Advanced)


Prioritized Barriersby Years Teaching ..


Insights from the Survey Current In Person MarketingTechniques

Current OnlineMarketing Techniques

Insights from the Survey


Respondents'Self-Identified Tec..

Insights from the Survey Current In Person MarketingTechniques

Current Online Marketing Techniques Video ConferencingTools Respondents H..

AnswersExtensive use Moderate Use No use

Craft School Catalog

Instructor Email Campaigns

Instructor Website

Paper Mailings

Print Ads

School Email Campaigns

School Website

Social Media

Social Media Paid Ads

Word-Of-Mouth 29

265

45

63

120

277

272

127

154

184

201

100

143

134

162

113

98

156

154

128

183

25

227

206

118

8

29

122

95

88

Q: "How much use have you made or do you expect to make ofthe following methods when markeng your classes:"

Reporting Sub ClusterIn Person Class MarketingOnline Class Marketing

Social Media

Word-Of-Mouth

School Website


Instructor Website



Paper Mailings


Print Ads 0.324

0.385

0.391

0.760

0.854

0.988

0.995

1.355

1.373

1.439

Markeng Methods Weighted Ranking(0=Not Used, 1 = Moderate Use, 2 = Extensive Use)


Insights from theSurvey

Current In Person MarketingTechniques

Current Online Marketing Techniques Video Conferencing Tools RespondentsHave Used and Ranked

LearningManagement Tools R..

AnswersExtensive use Moderate Use No use



Instructor Website

Paper Mailings

Print Ads


School Website

Social Media


Word-Of-Mouth 98

234

93

114

136

287

291

159

157

215

168

95

93

103

120

80

68

109

125

90

129

47

208

171

122

9

19

124

103

71

Q: "How much use have you made or do you expect to make ofthe following methods when markeng your classes:"

Reporting Sub ClusterIn Person Class MarketingOnline Class Marketing

Social Media

School Website

Word-Of-Mouth


Instructor Website




Paper Mailings

Print Ads 0.261

0.280

0.503

0.617

0.860

0.911

0.963

1.078

1.147

1.292

Markeng Methods Weighted Ranking(0=Not Used, 1 = Moderate Use, 2 = Extensive Use)


Current In PersonMarketing Techniq..

Current Online Marketing Techniques Video Conferencing Tools RespondentsHave Used and Ranked

Learning Management ToolsRespondents Have Used and Ranked

Desired Relationshipswith Schools/Studios

Descrip..

Results Value

Easy to useModerately easy

to useDifficult or

awkward to useVery challenging

to use

Zoom

Facebook Live

GoToM..

YouTubeLive

Vimeo

Webex 1

1

1

5

8

2

7

4

6

29

24

35

53

68

164

34

53

54

61

114

206

Q: "Rate your experience using the followingvideo conferencing/livestreaming plaorms:"

Microsoft Teams

Instagram Live

Google Meet

Twitch

Blackboard

Blue Jeans

Cisco MeetingPlace

Discord

Messenger

Periscope

TikTok

Whereby 1

1

1

1

1

1

1

1

2

3

4

9

Other VC's RespondentsUse

Facebook Live

YouTube Live

Zoom

Vimeo

GoToMeeting

Webex 1.6087

1.5738

1.4706

1.4681

1.4565

1.4086

Video Conference Ease of UseWeighted Ranking(1 = Easy, 2 = Moderately Easy, 3 = Difficult/Awkward,4 = Very Challenging)


Current OnlineMarketing Techniq..

Video Conferencing Tools RespondentsHave Used and Ranked


Desired Relationships withSchools/Studios

Resources SchoolsCan Help Responden..

Easy to useModeratelyeasy to use

Difficult orawkward touse

Verychallengingto use

BlackboardBrightspace/D2LCanvasKajabiLearnDashLessonlyMoodlePodiaRuzukuSchoologyTeachableThinkific

1

1

11

2

12

8431

74822332

445756

6742

1822427435

Q: "Rate your experience using the followingLearning Management Systems (LMS) / OnlineCourse Plaorms (OCPs):" Google Classroom/Hangout/Meet (Suite)

Microsoft Teams/Office 365

Kartra

Zoom

Craft Cast

Discord

iLearn

Pebble Pad

School Loop

Success Factors

Twitch

Wiziq

Other LMS's RespondentsUse

Teachable

Kajabi

Lessonly

Ruzuku

Schoology

Thinkific

Canvas

Moodle

Blackboard

LearnDash

Brightspace/D2L

Podia 2.667

2.125

2.000

1.984

1.905

1.763

1.733

1.667

1.500

1.500

1.500

1.364

Weighted Rank - Easiest to Hardest toUse(1 = Easy, 2 = Moderately Easy, 3 =Difficult/Awkward, 4 = Very Challenging)


Video ConferencingTools Respondents..



Resources Schools Can HelpRespondents Acquire

What RespondentsWant from Schools/S..



V..




What Respondents Want fromSchools/Studios

Funding for technologyMeans to identify audienceTechnology educationBetter internet accessBusiness model supportCohort for teaching youthContent guidance for online classesIn-Person COVID safety resourcesLegal/rights awarenessLiability coverageLightingOnline storagePeer feedback group for online educatorsPooled video resourcesSchool purchasing supportSimple to use platformTechnology cost estimates 1

1111111111111222

Resources Needed - OTHER

Consultants or Experts to Hire17%

MarketingTools

SupportingVideo Content

EducationalBest Practice

VideoEquipment

TechnologyBest Practice

Editing Software54%

Q: "In which of the following areas are you struggling to find reliableresources?" (mulple answers were permied)


V..




What Respondents Want fromSchools/Studios

Promotion to Students

Social Media Promo

Liability Insurance

Registration Portal

Student Feedback

Specialized Tools

Name Recognition

Studio Space

Online Facilitator

Print Media Promo 1.846

2.355

2.369

2.452

2.548

2.723

2.808

2.873

2.954

3.028

Weighted Rank - Most to LeastImportant(1=Somewhat Important, 2 = Important, 3 = V.Important, 4 = Mandatory)

Technoogy training for teachers

Video recordingequipment/lighting/editing support

Back end administrative services

Centralized kit purchasing

Examples/Best practices

Materials supply/shipment

Mileage reimbursement

Online access to view courses

Secure/simple platform

Student cameras

Other ResourcesRespondents Wantto See

MandatoryVery

importantImportant

Somewhatimportant

N/A

Promotion to Students

Liability Insurance

Social Media Promo

Registration Portal

Student Feedback

Specialized Tools

Studio Space

Name Recognition

Online Facilitator

Print Media Promo 28%

23%

21%

24%

23%

12%

19%

16%

23%

17%

27%

17%

13%

20%

14%

8%

9%

6%

10%

6%

22%

22%

25%

19%

20%

24%

19%

16%

16%

16%

11%

22%

21%

19%

20%

31%

23%

29%

17%

25%

3%

10%

12%

14%

16%

18%

23%

24%

28%

30%

Q: "If teaching ONLINE for a venue such as a school,studio or trade event, how important is it that theyprovide the following:"

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