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Instructional Design Document

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Mini Pottery course: "Pottery Fundamentals"

Objectives, structure, and targeted learners

Minicourse Overview:

The "Pottery Fundamentals" minicourse is designed to address the learning gap for beginners in pottery, particularly in studios with mixed-level classes. Many beginners struggle to get personalized attention during live demos and often hesitate to ask questions. This minicourse provides foundational pottery skills through a structured approach, combined with a searchable database of microlearning videos. Learners can explore specific topics at their own pace, ensuring a tailored and non-overwhelming learning experience that complements their studio classes or independent learning journey.

Course description:

This minicourse is designed to teach beginners the essential skills in pottery, focusing on wheel-throwing, handbuilding techniques, glazing, and the firing process. Learners will master the foundational techniques of pottery and develop the confidence to create both functional and decorative pottery pieces. Through video tutorials, hands-on activities, and peer feedback, learners will be guided to develop proficiency in pottery-making, troubleshoot common challenges, and showcase their finished projects.

Knowledge Gap:

Many beginners in pottery face challenges with foundational skills. This course will address the knowledge gap by providing a structured approach to mastering essential techniques, troubleshooting common pottery issues, and enhancing creative decision-making. Additionally, learners often lack personalized guidance during live studio classes, and this minicourse will fill that gap by offering step-by-step instructional content in an accessible format.

Target Audience & Learner Profile

Demographics: Beginners to pottery (ages 21-70) interested in learning the basics of pottery techniques either as a hobby or a potential side business. Likely to be adults who are new to the craft or those who have taken a few beginner classes and want to practice at their own pace. Thus, most learners are beginners with limited experience in pottery but have a strong desire to explore this creative outlet. More women than men, coming from various professions.

Prior Knowledge/Experience: Learners with little to no prior experience with pottery, but some may have taken a couple of introductory classes or explored pottery on their own (even a long time ago like in high school). They may have limited knowledge of materials, tools, and basic techniques. They may be familiar with basic tools but need more structured guidance to build confidence in applying techniques.

Skills and Dispositions: These learners are eager to build foundational pottery skills but may need clear instructions, guidance, and encouragement to overcome challenges. They may have a desire to learn at their own pace without feeling overwhelmed. They may appreciate visual and hands-on learning with clear, digestible instructions.

Learning Preferences: Preference for visual demonstrations (e.g., video tutorials) and a hands-on approach with practical exercises. They may appreciate slow, step-by-step demonstrations. Learners may be hesitant to ask questions in class and could benefit from a non-judgmental learning environment.

Motivations: Learners are likely motivated by a personal interest in pottery as a hobby or a creative outlet / scape. They may also be motivated by the desire to create functional pottery for personal use, gifts or pursue it as a possible side business.

Challenges: Time constraints due to other commitments (e.g., work, family), limited access to pottery studios space, and hesitancy to ask questions in a group setting. They may also struggle with self-confidence when it comes to trying new techniques.

Course Type and Modality

Course Type

Based on the learning gap for my mini pottery course, I believe the best course type would be a How-To Course. A How-To Course focuses on practical skills and tasks, which is ideal for my target audience of beginners who need hands-on guidance in mastering basic pottery techniques (e.g., wheel-throwing and glazing). This course type will directly address learners' needs by providing clear, actionable steps to complete specific pottery tasks.

Additionally, this bite-sized content approach aligns well with adult learners, who appreciate challenges and seek targeted, efficient instruction. This format supports the idea of learning by doing, which is essential for mastering pottery skills. By breaking down techniques into manageable steps, learners can practice each skill and gain confidence before moving on to more complex tasks, ensuring they build their abilities gradually. This combination of structured guidance and hands-on practice ensures that learners stay engaged and are able to track their progress as they develop their pottery expertise.

Course Modality

For my mini pottery course, I would choose an Asynchronous Online modality.

Since pottery learners often have varying schedules and the course will involve self-paced learning (especially through video tutorials), an asynchronous approach allows learners to access content when it is convenient for them to progress through the lessons. This modality accommodates learners who may not be able to attend live sessions but still want to progress at their own pace without being overwhelmed by real-time expectations

This modality will be ideal for providing video tutorials and activities that learners can complete when they have time, making the course flexible and accommodating.

If any synchronous component is added at any point, a summary of the session takeaways, recording and discussion/help forum will be provided.

Course Learning Outcomes and Learning Objectives

Course outcomes

By the end of this course, learners will be able to:

CLO 1: Demonstrate proficiency in pottery-making techniques by creating functional and decorative pottery pieces.
(This covers the overall goal of mastering multiple pottery techniques and applying them creatively to produce finished pieces.)
CLO 2: Understand and describe the key processes involved in pottery-making, including shaping, glazing, and firing.
(This is a broad outcome that reflects learners' ability to grasp the entire process of pottery-making.)
CLO 3: Develop the ability to assess and critique pottery work based on established technical and aesthetic criteria.
(This is a key outcome that highlights the development of critical thinking and evaluation skills for both personal and peer work.)
CLO 4: Reflect on the pottery-making process and engage in constructive peer feedback to support collaborative learning.
(This emphasizes the reflective practice and the role of peer interaction in improving skills.)

Learning (Enabling) Objectives

These are specific, measurable targets that break down the broader CLOs into actionable steps that learners can achieve in each lesson or module.

LO 1 (Aligns with CLO 1): By the end of the module, learners will be able to demonstrate centering clay on the potter’s wheel to create a symmetrical bowl. (A very specific skill that supports mastery in pottery-making.)
LO 2 (Aligns with CLO 1): By the end of the module, learners will be able to apply pinch, coil, and slab techniques to shape and mold clay. (Focusing on specific handbuilding skills.)
LO 3 (Aligns with CLO 2): By the end of the module, learners will be able to demonstrate the application of at least two different decorative glazing techniques to their pottery. (This objective encourages creativity and the application of techniques learned.)
LO 4 (Aligns with CLO 2): By the end of the module, learners will be able to describe the key steps involved in the firing process. (This helps learners understand the critical role firing plays in completing a pottery piece.)
LO 5 (Aligns with CLO 3): By the end of the module, learners will be able to analyze common challenges in pottery (e.g., cracking or warping) and apply troubleshooting techniques to resolve them. (This aligns with developing problem-solving skills in pottery.)
LO 6 (Aligns with CLO 4): By the end of the module, learners will evaluate peers' pottery work and provide constructive critiques. (Supports collaborative learning and peer feedback.)
LO 7 (Aligns with CLO 4): By the end of the module, learners will reflect on their pottery-making experience through video or written journal entries and identify areas for improvement. (Promotes self-assessment and reflective practice.)
LO 8 (Aligns with CLO 3): By the end of the module, learners will present their completed pottery projects, explaining the process, challenges, and techniques used. (This encourages learners to articulate their creative decisions and the technical process behind their work.)
LO9 (→ CLO2): Identify the properties of common clay types and explain how they influence shaping, drying, and firing processes.
LO10 (→ CLO2): Recognize and describe the function of essential studio areas and tools used in the pottery-making process.
LO11 (Aligns with CLO2): Apply safety and cleaning practices that support a healthy studio environment and responsible pottery practice.

Summary per module:

Module: Introduction to Pottery (Basic Concepts)

LO9 (→ CLO2)
L1O (→ CLO2)

Module: Handbuilding Techniques

LO2 (→ CLO1)

Module: Wheel Throwing (Introductory Level)

LO1 (→ CLO1)

Module: Glazing and Firing Basics

LO3 (→ CLO2)
LO4 (→ CLO2)

Corss-cutting

LO6 (→ CLO4)
LO7 (→ CLO4)
LO8 (→ CLO3)
LO5 (→ CLO3)
L11 (→ CLO2)

Learning Activities and Assessments

Learning Activities

These activities are designed to be hands-on and interactive, ensuring alignment with the learning outcomes while also addressing different learning styles and preferences:

Introduction to Pottery Techniques (CLO1,2) (LO1, 2,3)

Overview: In this activity, learners will engage in hands-on practice. Video tutorials will guide learners through the step-by-step process demonstrating basic pottery techniques (e.g., wheel throwing, handbuilding). The focus will be on mastering foundational techniques to create simple pottery pieces. Learners will acquire the fundamental skills needed for creating pottery.

Pottery Project: Create a Functional Piece (CLO1,2) (LO1,2,3)

Overview: Learners will create a functional pottery piece, such as a bowl or mug, using wheel-throwing or handbuilding techniques. The project will involve applying all learned techniques to create a complete and usable piece.

Troubleshooting Pottery Challenges Short Quiz/Scenario-base exercise (CLO2,3) (LO5,9,10)

Overview: A short quiz or scenario-based activity where learners identify must identify common pottery issues (e.g., cracks, warping) and propose solutions based on their knowledge. The quiz will test their understanding of troubleshooting strategies.

Firing Process Exploration Infographic (CLO2) (LO4,11)

Overview: Learners will review an infographic that outlines the key steps in the firing process for pottery. They will then participate in a discussion or quiz based on the steps, reinforcing their understanding of this critical part of pottery-making.

Glazing and Decorative Techniques Workshop (CLO1,2) (LO3,5)

Overview: In this activity, learners will participate in a guided session where they practice glazing their pottery pieces using at least two different decorative techniques (e.g., dip glazing, brushing, sponging, or using decorative underglazes, Sgraffito, Mishima, decal transfers, iron oxides or washes, ect.). Learners will be encouraged to experiment with textures and finishes to enhance the aesthetic quality of their pieces. This workshop will provide step-by-step instructions on how to properly apply glaze and discuss the effects of various decorative techniques on the final product.

Video Reflection on Pottery Process (CLO3 ,4) (LO7)

Overview: Learners will document their pottery creation process in a video, reflecting on their challenges, successes, and areas for improvement. This activity encourages self-assessment and deepens their understanding of the process.

Reflection Journal (CLO3,4) (LO7)

Overview: Learners will keep a reflective journal throughout the course, documenting their pottery-making experience, challenges, successes, and areas of improvement. This journal encourages self-reflection and continual learning.

Peer Feedback on Pottery Projects (CLO3, 4) (LO6)

Overview: Learners will upload videos or images of their pottery projects to a peer feedback forum. They will provide constructive feedback on their peers' work and receive feedback in return. This activity encourages collaborative learning and peer reflection.

Discussion Forum on Pottery Techniques and Challenges (CLO2,3,4) (LO1,2,3,5)

Overview: A discussion forum where learners will share their experiences with specific pottery techniques and the challenges they face. They will exchange tips and strategies with peers to overcome common issues.

Final Pottery Showcase (CLO1,4) (LO8)

Overview: Learners will present their final pottery projects to the class in a virtual showcase. They will discuss their creative process, materials used, and the final result.

Assessments and Content Strategies

In my pottery course, the sequencing of content is carefully designed to ensure learners progress in a logical and manageable way. We start with foundational skills like wheel-throwing and handbuilding techniques in the first few weeks. These are essential building blocks that form the base of the course. Once learners are comfortable with these skills, we progress to more complex tasks like glazing, firing, and troubleshooting pottery issues. This approach ensures that learners are not overwhelmed and that each skill builds on the previous one.

To make the learning experience even more digestible, I use chunking. This means breaking down the content into smaller, more manageable sections. For example, Week 1 provides basic concepts for clay (bodies, tools, etc), Week 2 focuses on hand building techniques, Week 3 covers wheel-throwing, and Week 4 introduces glazing. Each of these chunks allows learners to focus on one technique at a time, improving their retention and engagement. This method also helps learners master each concept before moving on to the next.

For formative assessment, I integrate activities like peer feedback on pottery projects. Learners will upload their projects, and their peers provide constructive feedback. This helps them see where they can improve and reinforces the learning process. I also incorporate video reflections where learners reflect on their own work, identifying areas of improvement. These reflections act as both self-assessment and a form of ongoing evaluation, making it easier for them to track their own progress and make adjustments throughout the course.

When it comes to summative assessment, I have activities like the Final Pottery Showcase. This is where learners present their completed pottery pieces, demonstrating all the skills they've learned throughout the course. It's a clear way to evaluate their overall proficiency in pottery-making. Additionally, I include a troubleshooting pottery challenges quiz, where learners identify and solve common pottery issues. This tests their problem-solving abilities and gives me insight into their understanding of practical techniques.

For authentic assessment, the Pottery Project: Create a Functional Piece activity is key. This asks learners to create a functional pottery item, like a bowl or mug, which mirrors what they would do in the real world. It's all about applying the skills they've learned in a practical setting. In the Glazing and Decorative Techniques Workshop, learners practice applying different glazing methods and explore creative ways to finish their pieces. This workshop gives them real-world exposure to professional pottery-making, allowing them to experiment with different textures and finishes.

Alignment between the learning objectives, activities, and assessments is crucial in my course. For example, CLO1, which focuses on mastering pottery-making techniques, is supported by LO1 (center clay on the wheel) and assessed through the Pottery Project. Similarly, CLO2, which is about understanding the firing process, is reinforced by activities like the Firing Process Exploration Infographic, ensuring that learners grasp this critical aspect of pottery-making.

Finally, I encourage self-assessment through the Reflection Journal. This activity helps learners track their progress and reflect on what they’ve learned throughout the course. It ties directly into CLO4, where learners engage in reflective practice and peer feedback, helping them grow not only as potters but as thoughtful and engaged learners.

Please note each assessment is directly tied to one or more learning objectives, ensuring that learners are evaluated on the same skills and knowledge they practice during the course.

Subject Matter Expert (SME) / Resources

As the Subject Matter Expert (SME) for my pottery minicourse, I will primarily draw upon my own expertise as a fairly new potter and designer. To ensure the course content is accurate and comprehensive, I have curated a selection of additional resources that will guide the development of the course materials and enhance the learning experience.

BOOKS:

1. The Potter's Studio Handbook by Kristin Muller and Jeff Zamek
This book offers a thorough exploration of pottery techniques, materials, and tools, making it an essential resource for developing core concepts for the course. It provides valuable insights into both foundational and advanced pottery skills.

2. The Anatomy of a Good Pot by Secrets to Successful Pottery by Coppage
This book delves into the key elements that make a pottery piece successful, providing insights into form, function, and aesthetics. It’s essential for developing a deeper understanding of what makes a well-crafted pottery piece.

3. The Beginner's Guide to Handbuilding by Cobb
This book covers handbuilding techniques, such as pinch pots, coil building, and slab work, offering practical advice and foundational skills for learners interested in building pottery pieces without a wheel.

4. The Beginner's Guide to Wheel Throwing by Weber
This book focuses specifically on wheel throwing techniques, making it an ideal resource for learners looking to master the wheel. It offers step-by-step guidance for beginners and detailed tips to overcome common wheel-throwing challenges.

WEBSITES:

5. Ceramic Arts Daily (Forums - Ceramic Arts Daily Community)
Ceramic Arts Daily is an invaluable resource for learning and troubleshooting pottery techniques. The community forums offer a wealth of articles, tutorials, and videos on a variety of topics, ensuring up-to-date and relevant content for learners. This site will also serve as a key reference for video content creation.

6. Pottery Making Illustrated (Ceramic Arts Network)Pottery Making Illustrated is a resource hub for pottery enthusiasts. It features step-by-step guides, techniques, and articles that provide practical instruction and inspiration for both beginners and seasoned potters.

VIDEOS:

7. District Clay Center Recommended Videos. District Clay Center offers a broad collection of instructional videos covering everything from basic pottery techniques to glazing methods and troubleshooting. These videos are perfect for learners at all skill levels and will complement the course’s practical exercises.

8. "Wheel Throwing Basics" by Center for Ceramic Arts (YouTube)
This video offers a detailed demonstration of wheel-throwing basics. It will be an excellent resource for visual instruction, helping students grasp essential pottery techniques step-by-step.

9. Show: The Great Pottery Throw Down
The Great Pottery Throw Down is a British television series where amateur potters compete in various challenges. The show highlights a range of pottery techniques and provides creative inspiration for learners to explore in their own projects.

EXPERTS:

10. Four Elements Pottery DC – Studio and Instructor Insight

Instagram Profile: @fourelementspottery

Website: https://fourelementspotterydc.com
One of my favorite pottery teachers at District Clay. Their hands-on experience and emphasis on mindful clay handling provides real-world insight into teaching approaches and content for this minicourse.

11. Instagram Profiles of Potters
Engaging with professional potters on Instagram can offer contemporary perspectives on pottery, creative processes, and advanced techniques. Here are a few notable accounts to follow:

@francesca_dourado: Finalist on The Great Pottery Throw Down 2025, Francesca's feed features her creative process, ceramic techniques, and artistic works.

Instagram Profile: @francesca_dourado

@jodie_neale_ceramics: Winner of The Great Pottery Throw Down 2021, Jodie provides a glimpse into her ceramic artistry, sharing techniques and her creative journey.

Instagram Profile: @jodie_neale_ceramics

@richmillerpots: Known for his role as a judge on The Great Pottery Throw Down, Richard Miller shares expert insights into ceramic artistry and design.

Instagram Profile: @richmillerpots

Instructional Design Model

Given the hands-on nature of pottery and the need for flexibility and iterative design, I recommend combining the Successive Approximation Model (SAM) and Rapid Instructional Design (RID), with supplementary elements from ADDIE, ) to ensure the course is both practical and learner-centered. Additionally, I will integrate Understanding by Design (UbD) to ensure the course aligns with desired learning outcomes and is built with a strong focus on assessment and learning goals.

Primary Model: SAM. The Successive Approximation Model (SAM) is highly suited for my pottery minicourse. SAM’s iterative process allows for rapid prototyping, frequent feedback loops, and refinement of materials, making it ideal for hands-on courses. In pottery, where learners often face unique challenges that require personalized adjustments, SAM's flexibility will allow me to create and test the content (e.g., step-by-step video tutorials, project-based learning activities) and adapt it in real-time based on learner feedback. By using SAM, I can ensure that the pottery course evolves with learner needs and challenges. For example, learners can submit initial pottery projects early on, receive feedback, and iterate on their designs, which aligns with the model’s strength in allowing continuous improvements through feedback and testing.
Secondary Approach: Rapid Instructional Design (RID). Given the practical and hands-on nature of the pottery course, Rapid Instructional Design complements SAM by enabling quick content development. I plan to use RID for video production, creating instructional videos on specific pottery techniques like wheel-throwing or glazing. Since videos and microlearning modules will be essential for my course, RID’s fast prototyping capabilities will allow me to create and deploy content quickly and efficiently. Using RID, I can gather learner feedback as they progress through the course, enabling me to adjust video tutorials, clarify confusing steps, and introduce supplementary materials in real time, ensuring the content is always relevant and accessible.
Supplementary Model: ADDIE. While SAM and RID focus on flexibility and speed, ADDIE can be useful, particularly in the Evaluation phase. Once the course is deployed, I can use ADDIE to assess how effectively the learning outcomes have been met. I will collect data on learner performance (e.g., through quizzes, feedback on final projects, self-assessments), analyze areas where learners struggled, and make adjustments to the course as needed. The structured Evaluation phase in ADDIE allows for more in-depth insights post-deployment, which is critical for continuous improvement.
Supplementary Model: Understanding by Design (UbD). Understanding by Design (UbD) will be a guiding framework to ensure that my course is outcome-driven and focuses on what learners should understand and be able to do by the end of the course. UbD emphasizes backward design, starting with clearly defined learning outcomes and aligning all activities, assessments, and content to those outcomes. In the context of my pottery course:

Stage 1: I will identify the desired learning outcomes (e.g., learners will be able to center clay on a potter’s wheel, apply glaze, and critique their work).

Stage 2: I will design assessments (e.g., peer feedback on pottery projects, self-reflection journals) that measure learners’ ability to demonstrate these outcomes.

Stage 3: I will plan the learning experiences and teaching strategies (e.g., video tutorials, hands-on practice) that support learners in achieving the defined outcomes.

By integrating UbD, I will ensure that the course is strategically structured to meet clear learning goals, and that every part of the course—content, assessments, activities—directly supports those outcomes.

To review models and strategies: Instructional Design Models and Theories - Educational Technology

Learning Theory

For the design of my pottery minicourse, I’ve integrated a combination of learning theories to create a robust and engaging learning experience. These theories are tailored to address both the hands-on nature of pottery and the varied learning needs of adult learners. Below is a brief overview of each theory, its strengths, limitations, and how it will be applied to the minicourse.

1. Constructivism (Piaget, Vygotsky)

Strengths: Constructivism focuses on learners building their knowledge through hands-on experience and social interaction. Pottery is a highly practical activity, making this theory a perfect fit. Learners will create pottery, problem-solve in real-time, and refine their skills, contributing to the construction of their understanding of the craft.
Limitations: For beginners, the theory assumes a level of prior knowledge and experience, which can be a challenge. To address this, the course provides foundational tutorials and clear guidance before engaging in more complex tasks.
Application:
- Activity: Learners will watch a video on wheel throwing basics, followed by hands-on practice. They will then document their work and share it for peer feedback, enabling them to build their skills progressively.

2. Andragogy (Malcolm Knowles)

Strengths: Andragogy, focusing on adult learning, emphasizes self-directed, problem-centered learning. This is essential in a pottery course where learners need autonomy in choosing techniques and projects.
Limitations: Adult learners may have diverse backgrounds and learning preferences, which could be challenging to accommodate in a one-size-fits-all course. Offering content in various formats and providing self-assessment opportunities will help mitigate this.
Application:
- Activity: Learners will select which technique to focus on (e.g., wheel throwing vs. handbuilding) and set personal learning goals. They will monitor their progress and engage in reflective journaling to evaluate their growth.

3. Experiential Learning (David Kolb)

Strengths: Kolb’s cycle, concrete experience, reflective observation, abstract conceptualization, and active experimentation, fits perfectly with the hands-on nature of pottery. Learners will engage in practical tasks and reflect on their work, which leads to deeper understanding and skill development.
Limitations: Pottery as a physical skill may not be fully replicable in an online setting. This can be mitigated by including video demonstrations, peer feedback, and reflection tasks that help bridge the gap between physical practice and conceptual understanding.
Application:
- Activity: After completing a pottery project, learners will reflect on their process, analyze their mistakes, and plan how they can improve in future projects.

4. Self-Determination Theory (Edward Deci & Richard Ryan)

Strengths: This theory emphasizes autonomy, competence, and intrinsic motivation. By offering learners choices in their learning path (e.g., selecting projects or techniques), they will feel a sense of ownership, which motivates them to engage deeply with the course.
Limitations: Learners with lower confidence might struggle to feel competent, potentially leading to demotivation. This can be mitigated by providing achievable milestones and positive reinforcement through peer feedback.
Application:
- Activity: Learners will track their progress through self-assessment and be rewarded with badges or certificates for achieving specific milestones.

5. Microlearning

Strengths: Microlearning delivers content in small, manageable chunks, making it easier for learners to grasp specific techniques and revisit concepts. Pottery learners will benefit from bite-sized video tutorials focusing on one skill at a time.
Limitations: While great for foundational skills, microlearning may not provide sufficient depth for complex concepts. To balance this, the course will offer both foundational and more advanced content, segmented into modules.
Application:
- Activity: Learners will watch short videos on techniques like centering clay or applying glaze, followed by reflection tasks and self-assessments to reinforce the learning.

6. ARCS Model (John Keller)

Strengths: ARCS (Attention, Relevance, Confidence, Satisfaction) enhances learner motivation. This is crucial for keeping learners engaged throughout the course. The course uses video content to capture attention and real-world examples to enhance relevance.
Limitations: Maintaining consistent motivation in an online setting can be difficult. To address this, the course will use interactive tasks, peer feedback, and rewarding learners with badges for progress.
Application:
- Activity: Learners will engage with interactive tasks (e.g., creating a pottery piece) and receive feedback. This keeps them motivated, building confidence in their ability to complete the course.

7. Cognitive Theory of Multimedia Learning (Mayer)

Strengths: Mayer’s theory emphasizes the use of multimedia to improve learning by balancing auditory and visual information to reduce cognitive overload. This approach aligns well with the visual and hands-on nature of pottery, where learners can benefit from videos demonstrating the process.
Limitations: If too much information is presented at once, cognitive overload could occur. To mitigate this, the course content will be structured in a way that presents one concept at a time and reinforces it with practice.
Application:
- Activity: Learners will watch videos that combine visual demonstrations of techniques with narration to reinforce learning and minimize cognitive overload.

8. Gagné’s Nine Events of Instruction

Strengths: Gagné’s model provides a structured approach to instruction, ensuring that learners are engaged, informed, and actively applying knowledge throughout the course. The step-by-step nature of pottery techniques makes this model highly applicable.
Limitations: Gagné’s structured approach might be too rigid for a creative subject like pottery, which encourages personal expression. To allow flexibility, the course will blend structure with opportunities for learners to apply techniques creatively.
Application:
- Activity: Begin each module with clear goals (e.g., "learn wheel throwing basics"), followed by engaging videos, hands-on tasks, and peer feedback to apply what they have learned.

Conclusion

By integrating theories such as Constructivism, Experiential Learning, Self-Determination Theory, and others, I aim to create a flexible, engaging, and learner-centered experience for my pottery minicourse. These theories guide the course structure and activities to ensure that learners not only develop technical pottery skills but also gain confidence, autonomy, and motivation throughout their learning journey.

This integrated approach ensures that learners build practical skills in pottery while also fostering intrinsic motivation and reflection. The hands-on activities, peer interactions, and formative assessments will contribute to a comprehensive and engaging learning experience, equipping learners with both technical and creative expertise in pottery.

I am chasing a Creative Commons license type so it is a girl thinking.jpg

Digital Media

All digital content I create for this course (videos, PDFs, images, interactives, etc.) will either be original, openly licensed under Creative Commons, or used under appropriate Fair Use policies.
Any third-party content (e.g., photos or media used for demonstration) will include proper attribution and be used in accordance with license terms.

Digital Media Evaluation Checklist - OER "Technique to Style"

As part of the planning for my minicourse, I evaluated the OER “Technique to Style: Introduction to Studio Ceramics” using a custom checklist I designed.
The checklist evaluates the OER’s legal usability, alignment with learning objectives, instructional value, accessibility, and design quality. Find the completed evaluation analysis document here. This resource aligns with all course modules and supports both foundational and advanced pottery techniques. It will be listed in the course’s Additional Resources section for learner enrichment and self-paced exploration. The OER evaluated is licensed under CC BY 4.0, which permits adaptation and reuse with attribution. I will ensure that all adapted materials maintain proper licensing and credit.

Digital Media Object: Slab Technique – Cylinder Cup Guide Materials

These resources support Learning Objective 2: “Learners will be able to apply pinch, coil, and slab techniques to shape and mold clay.” The guide focuses specifically on the slab technique and provides clear step-by-step instructions for building a cylinder cup. It is accompanied by an audio description and transcript to ensure accessibility and multimodal support for diverse learners.

PDF how-to guide here.

Transcript here.

Logo for Pottery Minicourse

A simple, versatile logo created to represent the minicourse’s identity. The main version includes the icon, course name, and tagline. The pottery bowl icon can also be used independently for flexibility in different learning assets (e.g. microlearning videos, slides, or visual guides).
The logo meets contrast and scalability principles.
Primary use: course promotional materials and branded documents and visual assets.

Digital Media Object: Welcome Image – Course Introduction

This introductory image will appear at the Welcome Module to visually orient learners to the course. It supports cognitive, motivational, and navigational functions by previewing the learning journey and setting an inviting tone. The image was created in Canva and incorporates design principles like alignment, contrast, and visual hierarchy. Icons were used to represent key course elements, accompany by text, and paired with a clean layout and accessible color contrast.

Digital Media Object: Video - Getting Started with Pottery: Clay and Tools Essentials

This introductory video supports learners in Module 1 by explaining essential clay types and basic tools. It aligns with CLO2 and promotes readiness for hands-on practice (LO1,2 &3). Closed captions and accessibility features included.

Youtube link: https://youtu.be/Nhca_y36pWk

Transcripts here:

No CC:

With CC:

Digital Media Object: Video - Understanding the Stages of Clay

This instructional video supports learners in teh first module by introducing the key stages of clay: soft, leather-hard, bone dry, bisqueware, glazeware, and finished ceramic. It helps learners recognize each phase visually and physically, building foundational awareness for successful clay handling. The video aligns with CLO2 by supporting learners’ understanding of key pottery processes and complements LO3, which focuses on describing firing steps and clay transformation. Closed captions and accessibility features are included.

Youtube link: Understanding the stages of Clay Video (https://youtu.be/S9swHOfcf3A)

Checklist PDF here.

Transcripts here:

Storyboard: Getting to Know Your Pottery Studio

This storyboard outlines an interactive e-learning lesson developed for Module 1 of the minicourse. It maps out slide-by-slide content, visuals, narration, interactivity, and accessibility features. The storyboard serves as a blueprint for building the module in an authoring tool.

Link to portfolio: here

Link to resource mentioned in portfolio: here
License: CC BY-NC-SA

Interactive Lesson: Getting to Know Your Pottery Studio

This interactive lesson, Getting to Know Your Pottery Studio, introduces beginners to key studio zones, clay properties, safety practices, and equipment storage. It supports Module 1 of the Pottery Foundations minicourse by building foundational awareness and good studio habits; as well as setting the foundation for deeper studio engagement and safe handling of materials. Learners engage through flip cards, drag-and-drop, reflection prompts, and short knowledge checks for active participation.

License: CC BY-NC-SA

Links here:

Lesson objectives:

Understand the basic properties of clay and why proper handling is essential.
Identify and describe key areas of a functional pottery studio.
Recognize essential equipment and tools required for storing and managing pottery projects.
Apply safety and cleaning practices that support a healthy studio environment.
Reflect on personal responsibilities in maintaining a safe and welcoming space.

Relevant Course Learning Outcomes and Objectives:

CO2: Understand and describe the key processes involved in pottery-making, including shaping, glazing, and firing.
LO9: Identify the properties of common clay types and explain how they influence shaping, drying, and firing processes.
LO10: Recognize and describe the function of essential studio areas and tools used in the pottery-making process.
LO11: Apply safety and cleaning practices that support a healthy studio environment and responsible pottery practice.

These LOs are both foundational and cognitive, helping learners build vocabulary, spatial awareness, and safety practices before engaging in hands-on work.

Learning Activities in this Lesson:

Assessment Strategies in this Lesson:

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00:00 / 02:30

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