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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])
REPORT - Studio/School Sub Report
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..
REPORT - Studio/School Sub Report
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...
REPORT - Studio/School Sub Report
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..
REPORT - Studio/School Sub Report
Intro Pg 2 Available Reports About the Respondents Where Respondents Are From Gender Breakdown ofRespondents
About the 425 Respondents
REPORT - Studio/School Sub Report
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
REPORT - Studio/School Sub Report
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%
REPORT - Studio/School Sub Report
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
REPORT - Studio/School Sub Report
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
REPORT - Studio/School Sub Report
RespondentSelf-Identification
Years Working in Metals About Respondents' Classes How Long Respondents Have BeenTeaching In Person Classes
How LongRespondents Have B..
About Respondents' Classes
REPORT - Studio/School Sub Report
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..
REPORT - Studio/School Sub Report
About Respondents'Classes
How Long Respondents Have BeenTeaching In Person Classes
How Long Respondents Have BeenTeaching Online 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..
REPORT - Studio/School Sub Report
How LongRespondents Have ..
How Long Respondents Have BeenTeaching Online Classes
How Long Respondents Have BeenWilling to Travel for In Person Classes
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?"
REPORT - Studio/School Sub Report
How LongRespondents Have ..
How Long Respondents Have BeenWilling to Travel for In Person Classes
Types of Programming Used Max Ideal # Students -In Person Classes
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)
REPORT - Studio/School Sub Report
How LongRespondents Have ..
Types of Programming Used Max Ideal # Students -In Person Classes
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..
REPORT - Studio/School Sub Report
Types ofProgramming Used
Max Ideal # Students -In Person Classes
Max Ideal # of Students -Online 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..
REPORT - Studio/School Sub Report
Max Ideal #Students - ..
Max Ideal # of Students -Online Classes
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)
REPORT - Studio/School Sub Report
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)
REPORT - Studio/School Sub Report
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)
REPORT - Studio/School Sub Report
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
REPORT - Studio/School Sub Report
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?"
REPORT - Studio/School Sub Report
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..
REPORT - Studio/School Sub Report
Materials WeProvide Students
Has Been Using vs Will/Will Not BeUsing
Has Not 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..
REPORT - Studio/School Sub Report
Has Been Using vsWill/Will Not Be Us..
Has Not Been Using vs Will/Will Not BeUsing
Perceived Barriers Barriers to Teaching Online - Overall Prioritized Barriers byYears Teaching In Pe..
Perceived Barriers to Online Teaching
REPORT - Studio/School Sub Report
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)
REPORT - Studio/School Sub Report
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
REPORT - Studio/School Sub Report
Barriers to TeachingOnline - Overall
Prioritized Barriers by Years TeachingIn Person
Prioritized Barriers by Years TeachingOnline
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..
REPORT - Studio/School Sub Report
Prioritized Barriersby Years Teaching I..
Prioritized Barriers by Years TeachingOnline
Respondents' Self-Identified TechSavviness
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)
REPORT - Studio/School Sub Report
Prioritized Barriersby Years Teaching ..
Respondents' Self-Identified TechSavviness
Insights from the Survey Current In Person MarketingTechniques
Current OnlineMarketing Techniques
Insights from the Survey
REPORT - Studio/School Sub Report
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
School Email Campaigns
Instructor Website
Instructor Email Campaigns
Craft School Catalog
Paper Mailings
Social Media Paid Ads
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)
REPORT - Studio/School Sub Report
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
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 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
School Email Campaigns
Instructor Website
Instructor Email Campaigns
Craft School Catalog
Social Media Paid Ads
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)
REPORT - Studio/School Sub Report
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)
REPORT - Studio/School Sub Report
Current OnlineMarketing Techniq..
Video Conferencing Tools RespondentsHave Used and Ranked
Learning Management ToolsRespondents Have 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)
REPORT - Studio/School Sub Report
Video ConferencingTools Respondents..
Learning Management ToolsRespondents Have Used and Ranked
Desired Relationships withSchools/Studios
Resources Schools Can HelpRespondents Acquire
What RespondentsWant from Schools/S..
Desired Relationships withSchools/Studios
REPORT - Studio/School Sub Report
V..
Learning Management ToolsRespondents Have Used and Ranked
Desired Relationships withSchools/Studios
Resources Schools Can HelpRespondents Acquire
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)
REPORT - Studio/School Sub Report
V..
Learning Management ToolsRespondents Have Used and Ranked
Desired Relationships withSchools/Studios
Resources Schools Can HelpRespondents Acquire
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:"