8,610 research outputs found
Connected Learning Journeys in Music Production Education
The field of music production education is a challenging one, exploring multiple creative, technical and entrepreneurial disciplines, including music composition, performance electronics, acoustics, musicology, project management and psychology. As a result, students take multiple âlearning journeysâ on their pathway towards becoming autonomous learners. This paper uniquely evaluates the journey of climbing Bloomâs cognitive domain in the field of music production and gives specific examples that validate teaching music production in higher education through multiple, connected ascents of the framework. Owing to the practical nature of music production, Kolbâs Experiential Learning Model is also considered as a recurring function that is necessary for climbing Bloomâs domain, in order to ensure that learners are equipped for employability and entrepreneurship on graduation. The authorsâ own experiences of higher education course delivery, design and development are also reflected upon with reference to Music Production pathways at both the University of Westminster (London, UK) and York St John University (York, UK)
Fly on the wall: can students' learning be enhanced by allowing them to witness their own summative assessment and feedback event?
The Design studio learning system within New Zealand Tertiary Design Schools has a unique critique method, (often called 'The Crit'); The Crit event itself is rather a 'veiled' process and has been analyzed and written about extensively. There has also been some negative feedback from students that this form of critiquing process is not necessarily a good type of feedback process. Is there a method that protects the student's privacy related to his or her own design work and at the same time maintains the Design School's integrity of supplying reasoned and fair assessment within the wider Profession? A field trial scenario was designed and arranged with a group of volunteer design students, so each in turn, could sit-in and witness their own assessment / feedback session. This paper reports on this field trial, (timed to occur after the critique). This paper analyses this experiment, exploring the field trial responses, looking for links within a wider Educational literature base to the ground this 'Fly on the Wall' scenario within known pedagogies. NB. This scenario is not proposing to supplant 'The Crit,' rather the intention being in addition to it
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STAR framework revisited: Curriculum for user-centered design summer schools
Annually, an interdisciplinary community of students, researchers and practitioners from computer engineering, social sciences, Human Computer Interaction, visual communication and other related disciplines, gather together for 2-to-5 weeks to participate in intensive summer school sessions. Although the overall theme and the participants vary each year, these programs remain focused on the teaching and practice of User-Centered Design (UCD) in the context of the local community where the academy is conducted. By listening to lectures, working in ateliers, living with target users and facing real-world design problems, participants experientially learn a mixture of IxD processes, ethnographic methods, prototyping techniques and teamwork skills, despite the program's short duration.
Intensive design summer academies like this are essential, as they offer an environment for experimentation that is difficult to create in other educational settings. However, organizing and implementing these programs in ways that optimize the learning process is challenging. As past participants, atelier leaders and instructors for a variety of summer workshops, the authors made several poignant observations about the need for an educational framework to facilitate learning and to address the students' diverse cultural backgrounds, educational disciplines, learning techniques and cultural markers. Upon further examination of the educational literature, ethnographic observation during subsequent summer sessions and interviews of past students, atelier leaders, lecturers and organizers, the authors proposed the STAR Framework for design summer schools. [see Schadewitz, Adler, Moncur, Roberts, 2006]
While this framework offers organizers clear direction on structuring IxD summer schools, it provides little guidance on the curriculum itself. It has become clear that special attention must also be paid to the content, order and delivery of the curriculum, particularly given the limited time frame of the session. Building upon the established framework, this paper proposes a curricular construct that will maximize knowledge transfer within the summer school context
Our Places to Tell Stories: Preliminary Program
Our Places Tell Stories is an innovative conference for educators and others working at public lands, nature centers, museums, zoos, aquariums, and other nature- and heritage-rich places. By providing participants with successful educational strategies and techniques, this conference will meet the needs of those interested in learning how to effectively connect with audiences to create motivated stewards of the environment
German Design Educators' Post-Covid Challenges: Online, Artificial Intelligence (AI) and Government Data Restrictions
This research examines the experiences of German design educators during the Covid-19 pandemic and explores how these experiences influenced design education's transition to the online studio two years afterwards. The research is based on surveys of 33 German design educators who represent 18 higher education institutions (University/University of Applied Sciences) during the pandemic and 32 surveys and six follow up interviews two years later. This is the first study that focuses exclusively on design education in Germany by presenting a before-and-after contextual snapshot. The results present both positive and negative experiences of educators from a wide range of design domains. The âoffshoringâ of the studio to Internet-based communication and file sharing platforms during the pandemic has profoundly altered the perceptions and practices of design educators in Germany, where governmental hurdles, such as data restriction laws, are blocking the full integration of online technology in design education. The findings focusing on German design educator experiences are presented within the context of their international colleagues' experiences from a study conducted earlier. This research also touches on the influence of Artificial Intelligence (AI) on the future of design education as well as a general trend to go offline by encouraging a back-to-campus policy
Best practice, best teaching
Keynote address discussing examples from my own, colleagues, and attendees practice. Conference participants worked in groups to share and build upon their existing teaching and learning strategies
Practical application of e-Learning
A 3 hour presentation to a group of 20 hairdressing tutors. Examples of technology used in hairdressing education from colleagues and my own practice were given. Participants discussed how they could incorporate technology into their own practice
Collaborative virtual gaming worlds in higher education
There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multiâuser virtual environments (MUVEs) and massively multiâplayer online roleâplaying games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context
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