239,652 research outputs found
Design as conversation with digital materials
This paper explores Donald Schön's concept of design as a conversation with materials, in the context of designing digital systems. It proposes material utterance as a central event in designing. A material utterance is a situated communication act that depends on the particularities of speaker, audience, material and genre.
The paper argues that, if digital designing differs from other forms of designing, then accounts for such differences must be sought by understanding the material properties of digital systems and the genres of practice that surround their use. Perspectives from human-computer interaction (HCI) and the psychology of programming are used to examine how such an understanding might be constructed.</p
Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience
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Exploring children's creative narratives: some theoretical, methodological and applied perscpectives
This chapter introduces the edited collection, Exploring Childrenâs Creative Narratives that offers fresh perspectives on childrenâs creative narratives and that explores what these perspectives reveal about their imagination, their thought processes and how they understand the world. The chapter argues that ethnographic case studies, naturalistic observations, conversations and playful interactions with children ranging in age from two to eleven years allow the development of theoretical insights that challenge traditional accounts of creativity and narrative. It also argues that a proper understanding of creative narratives has to be an interdisciplinary endeavour if it is to do justice to the rich, complex, multi-modal and embodied nature of the childrenâs thought processes as revealed through their drawing and story-telling, music making, dance, drama and imaginative play. Interpretation of these processes draws on socio-cultural accounts of creativity and creative development that challenge more traditional accounts of creativity as an attribute or talent that belongs only to certain gifted individuals. The chapter (and contributors to the collection) maintains that to understand the situated nature of childrenâs creative activity it is important to examine the social, affective and cognitive processes that take place when children are immersed in such activity. This re-conceptualisation of childrenâs creativity challenges conventional educational practice and suggests that formal educational training programmes should offer teachers more sophisticated cultural discourses and experiences which will allow them to gain a more rounded understanding of childrenâs creative narratives
The emergent roles of a designer in the development of an e learning service
This paper presents reflections from a service design case study and uses it to investigate the emerging roles of a designer. Skills, methodologies and values are drawn through the case study and used to communicate how this contributes to the continuing expansion of the profession today. Seven roles are discussed in this paper: designer as a facilitator, communicator, capability builder, strategist, researcher, entrepreneur and co-creator. The analysis of the activities of the designer in this particular case study has indicated a presence of all of these roles in various degrees. This brings up three key questions for discussion:
1. How can the design profession communicate the value of this role shift to external audiences?
2. How will design education address the requirements of these emerging roles? and more relevant to this workshop,
3. How will businesses utilise these additional skills of a designer
MASTERâS PROJECT: CHALLENGING STRUCTURAL RACISM IN PHILANTHROPY THROUGH CREATIVE EXPRESSION AND DEEP LISTENING
This capstone project is an account of a personal transformation journey that started in March of 2017. It follows my deep and personal exploration of challenging systemic racism as I spoke with many leaders in the philanthropic and artistic communities. In addition, I created artwork to help incorporate and synthesize my emotions around white supremacy and process what I was learning. The qualitative information that was gathered was abundant and the supporting art journaling technique was useful in the translation of that information
ArtWorks Evaluation Final Report
This summary provides an overview of the Final Evaluation Report for the Paul Hamlyn Foundation's (PHF) Special Initiative, ArtWorks. The Evaluation has been undertaken by DHA and the Institute for Cultural Practices, University of Manchester
Enhancing postgraduate supervision through a process of conversational inquiry
This paper outlines and begins to evaluate a process to build a critical and reflective community of postgraduate supervisors who can develop their supervision practice through reflective conversations, with the sharing of best practice and reference to research-based evidence. In 2009, the initiative of the Postgraduate Supervisorsâ Conversations was set up through the collaboration of the Pro-Vice Chancellor (Postgraduate) and the Teaching Development Unit at the University of Waikato, New Zealand. We designed this initiative to complement the compulsory workshops for postgraduate supervisors that are intended to provide foundation skills. We aimed to create a professional development opportunity that could enhance supervisorsâ capacity to manage the ongoing interpersonal and academic complexity of the supervision process as well as its dynamic character. This paper outlines the rationale for the Postgraduate Supervisorsâ Conversations, describes its implementation and discusses the implications of an initial evaluative focus group discussion with attendees
Tweeting For a Better World
Recognizing the need to build the social media capacity of nonprofits, the Rita Allen Foundation began a pilot project last spring, engaging the expertise and assistance of The Bridgespan Group, to help six grantees plan effective social media strategies. We and these six smaller-sized nonprofits (on average $1.8 million in annual revenue) worked together to determine if and how social media could advance each organization's mission, to develop implementation plans and measurement systems, and to collectively identify and address social media challenges
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