Cathedrals of the Soul

A limited edition book of poems by Rupert Loydell and prints by Angela Annesley. Heavenly splendour or architectural wonder? Rupert Loydell's poems and Angela Annesley's prints explore traditional, fantastical and impossible cathedrals

Making Strange: Adapting H. P. Lovecraft for the Screen

In this session, I discussed, in conversation with colleagues and collaborators the theoretical and practical process of adapting the H.P. Lovecraft short story 'The Picture In The House' into a short film screenplay. The film was produced under the title Backwoods, which can be found as a separate project elsewhere in this repository

Perceptions of art and design faculty on the instructional value of iPads

The widespread use of iPads in higher education brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap in research on the educational potential of iPads in higher education. This article describes the second stage of a research project on the use of iPads in undergraduate art and design disciplines, and in particular the views and experiences of faculty in two different art and design schools over a period of one semester. The first stage of the project investigated the perceptions of art and design students about the educational value of iPads. For the second stage, the unified theory of acceptance and use of technology model was used to gauge adoption of the iPad for teaching and learning, and the participants provided qualitative data that was used for this phenomenographic study. The outcomes of this investigation provide an overview of challenges and obstacles from the perspective of art and design faculty in embedding the use of iPads in teaching and learning

Comparing student and faculty perceptions on the instructional value of iPads in art and design education

This paper compares the perceptions of art and design students and faculty of the instructional value of iPads. More specifically, this paper draws from the main conclusions of two previous studies to compare the views of the two stakeholders, using as a framework of comparison the Rieber and Welliver (1995) five-step hierarchical model of technology adoption. Briefly, in the two previous studies both students and faculty were given the freedom to use iPads for teaching and learning, but without a specific task to guide their use. This bottom-up approach was deliberate, and together with the characteristics of art and design education and in particular the dominant modes of teaching and learning, provide the delimitations of the earlier studies. When comparing – in this paper – the outcomes of the previous two studies we noted that the adoption pattern was restricted mostly to the first two stages of the Rieber and Welliver (1995) model, familiarisation and utilization, with some effort from faculty to integrate iPads in curricula. We argue that integration, reorientation and evolution – the latter stages of the model - require change that can only be achieved if all stakeholders share in the process

Perceptions_art_design_faculty_iPads.pdf

The widespread use of iPads in higher education brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap in research on the educational potential of iPads in higher education. This article describes the second stage of a research project on the use of iPads in undergraduate art and design disciplines, and in particular the views and experiences of faculty in two different art and design schools over a period of one semester. The first stage of the project investigated the perceptions of art and design students about the educational value of iPads.<br>For the second stage, the unified theory of acceptance and use of technology model was used to gauge adoption of the iPad for teaching and learning, and the participants provided qualitative data that was used for this phenomenographic<br>study. The outcomes of this investigation provide an overview of challenges and obstacles from the perspective of art and design faculty in embedding the use of iPads in teaching and learning

Perceptions_art_design_faculty_iPads.pdf

The widespread use of iPads in higher education brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap in research on the educational potential of iPads in higher education. This article describes the second stage of a research project on the use of iPads in undergraduate art and design disciplines, and in particular the views and experiences of faculty in two different art and design schools over a period of one semester. The first stage of the project investigated the perceptions of art and design students about the educational value of iPads.<br>For the second stage, the unified theory of acceptance and use of technology model was used to gauge adoption of the iPad for teaching and learning, and the participants provided qualitative data that was used for this phenomenographic<br>study. The outcomes of this investigation provide an overview of challenges and obstacles from the perspective of art and design faculty in embedding the use of iPads in teaching and learning

Comparing student and faculty perceptions on the instructional value of iPads in art and design education

This paper compares the perceptions of art and design students and faculty of the instructional value of iPads. More specifically, this paper draws from the main conclusions of two previous studies to compare the views of the two stakeholders, using as a framework of comparison the Rieber and Welliver (1995) five-step hierarchical model of technology adoption. Briefly, in the two previous studies both students and faculty were given the freedom to use iPads for teaching and learning, but without a specific task to guide their use. This bottom-up approach was deliberate, and together with the characteristics of art and design education and in particular the dominant modes of teaching and learning, provide the delimitations of the earlier studies. When comparing – in this paper – the outcomes of the previous two studies we noted that the adoption pattern was restricted mostly to the first two stages of the Rieber and Welliver (1995) model, familiarisation and utilization, with some effort from faculty to integrate iPads in curricula. We argue that integration, reorientation and evolution – the latter stages of the model - require change that can only be achieved if all stakeholders share in the process