79 research outputs found
Short history of South Australia / by Noah Shreeve.
No full text"Entered at Stationers' Hall"--Colophon.; Electronic reproduction. Canberra, A.C.T. : National Library of Australia, 2009.; Library's copy inscribed under author's name on front cover: "Waymouth St., Adelaide"
Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum.
No full textArt and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity.
The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas:
curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students;
ambiguity, which the authors claim is at the heart of a creative education;
value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum.
These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education
The limitations of difference. Exploring variation in student conceptions of the link between assessment and learning outcomes
No full textAssessment is instrumental in developing effective learning (e.g., Laurillard 1984, Ramsden, 1988) and to be effective the assessment should be aligned to the stated learning outcomes (Biggs, 1996). However, the assessment of outcomes is not unproblematic, particularly when they are related to grading criteria. (Woolf, 1995). A recent critique of learning outcomes has highlighted the difficulties of intended transparency in the wording of outcomes (Hussey and Smith, 2002). The wording is open to interpretation and needs to be supported by experience.
It would appear that variation is a fundamental aspect of experience and seminal studies into student learning have identified that students approach and understand learning in qualitatively different ways (e.g. Marton and Saljo,1976a and 1976b, Trigwell and Prosser, 1998 ). Specific references to design students has also found that there is variation in the way that students approach the design project and in undertaking the research aspects of the project (Drew, Bailey Shreeve, 2002, Shreeve, Bailey, Drew, 2002).
This study explores the variation in students conceptions of assessment and learning outcomes and the relationship between them. It has been undertaken with second year students on a fashion design course, but the variation is likely to be relevant to other disciplines, particularly those using project work for assessment. It discusses the findings and the implications inherent in variation, such as changes to project briefing, the need for staff development and the construction of a community of understanding around assessment (Beaume and York, 2002). A greater understanding of how students conceive of the policy of using learning outcomes to evaluate their performance in assessment will enable more effective staff development to be undertaken, leading to improvements in learning and improvements in the common knowledge of assessment practice and thus reliability
Variation in Students Conceptions of Assessment Using Learning Outcomes
No full textAssessment is instrumental in developing effective learning (e.g., Laurillard 1984, Ramsden, 1988) and to be effective the assessment should be aligned to the stated learning outcomes (Biggs, 1996). However, the assessment of outcomes is not unproblematic, particularly when they are related to grading criteria. (Woolf, 1995). A recent critique of learning outcomes has highlighted the difficulties of intended transparency in the wording of outcomes (Hussey and Smith, 2002). The wording is open to interpretation and needs to be supported by experience.
It would appear that variation is a fundamental aspect of experience and seminal studies into student learning have identified that students approach and understand learning in qualitatively different ways (e.g. Marton and Saljo,1976a and 1976b, Trigwell and Prosser, 1998 ). Specific references to design students has also found that there is variation in the way that students approach the design project and in undertaking the research aspects of the project (Drew, Bailey Shreeve, 2002, Shreeve, Bailey, Drew, 2002).
This study explores the variation in students conceptions of assessment and learning outcomes and the relationship between them. It has been undertaken with second year students on a fashion design course, but the variation is likely to be relevant to other disciplines, particularly those using project work for assessment. It discusses the findings and the implications inherent in variation, such as changes to project briefing, the need for staff development and the construction of a community of understanding around assessment (Beaume and York, 2002). A greater understanding of how students conceive of the policy of using learning outcomes to evaluate their performance in assessment will enable more effective staff development to be undertaken, leading to improvements in learning and improvements in the common knowledge of assessment practice and thus reliability
Transitions : variation in tutors’ experience of practice and teaching relations in art and design
No full textIn art and design education creative practice, being an artist or designer, is seen as central to what and how students learn. The use of practitioners to teach is viewed as an indicator of a quality experience on one hand and a source of anxiety on the other. Doubts have been expressed about whether practitioners actually enable students to learn about practice. However, very little is known about how transitions between practice and teaching are made. This study sets out to explore the experience of this relationship from practitioner tutor’s perspectives. A phenomenographic enquiry approach is used to construe variation in experiencing practice/ teaching relations. This is extended by case studies representing the phenomenographic categories, where activity theory is used as a heuristic device to examine the different relations experienced by practitioner tutors. These relations can be experienced as symmetrical, asymmetrical or holistic, and practice knowledge is experienced in different ways in teaching: transferring, using, exchanging or eliding knowledge between practice and teaching. Thus there are different ways that practitioner tutors report making knowledge available to students, leading to different kinds of learning experience. The contextual factors, including individual histories of development and the experience of the two worlds of practice and teaching may also hinder development of tutors by institutions. Although art and design as a broad discipline is the focus of this study there may be differences within it, but also resonance for other practice based discipline subjects
Assessment as Participation in Practice
No full textAbstract
The opportunity presented by assessment is potentially the most powerful learning situation a student can encounter during their time in formal learning. This paper commences with a review of research which shows that both students and teachers can understand assessment in different ways (Samuelowicz and Bain, 2002; Shreeve et al, 2005a, 2005b) and how this presents a potential space in which a miss-match of intentions can result in some students not achieving their full potential. Students can adopt a different approach to assessment depending on the way they perceive the context and the approach it affords (Laurillard, 1984).
This conceptual paper further discusses previous research into the way students in creative practice subjects perceive the nature of their subject. The quality of the learning environment in creative practice subjects relates to the context and the conceptions of learning and teaching held by both teacher and student (Drew, 2004; Drew & Williams, 2003; Reid & Davies, 2000) and the way in which they understand assessment. Conceptions of teaching held by creative practice academics support the notion of a community of practice dimension where the most complete conceptions concern helping learners becoming a practitioner through change in the student lifeworld. This paper explores the role assessment could play in student learning if teachers also understood assessment to be about a process of becoming a practitioner, rather than a discrete function of grading and sorting skills and abilities.
The paper takes as its premise the idea of learning as a social practice, that of engaging in legitimate peripheral participation (Lave and Wenger, 1991) into a community of practice (Wenger, 2000). In this sense, we propose that assessment becomes an aspect of community in which both teachers and students are engaged in interaction, with the purpose of creating an identity associated with the creative profession of future employment
Evaluating Practice-based Learning and Teaching in Art and Design
No full textThe University of the Arts London is host to the Creative Learning in Practice Centre for Excellence in Teaching and Learning (CLIP CETL), which has funded a number of small course-based evaluative and developmental projects. These projects have been designed by course tutors in conjunction with the CLIP CETL team, who are evaluating them to better understand and extend the pedagogies of practice-based teaching and learning. Practice-based learning is a way of conceptualising and organising student learning which can be used in many applied disciplinary contexts. Such pedagogies we argue are founded on the claim that learning to practice in the creative industries requires engagement with authentic activities in context (Lave and Wenger 1991, Wenger 2000). This short paper will describe some of the initial evaluation and research activities in two colleges; identify and define practice-based activities in the context of the courses where the research is being carried out; identify emerging pedagogic frameworks; and discuss implications for further development. Activities identified in the projects undertaken include: Opportunities to develop students‟ direct contact with industry Simulating work-based learning in the University Event-based learning Enhancing professional practice and PPD
The authors are seeking to elicit, analyse and evaluate what is often implicit in practitioner-teachers, and the experience of developing pedagogies for extending practice-based learning. We will be theorising from statements made by practitioners in semi-structured interviews and evidence provided in progress reporting from the project teams
Students’ approaches to the ‘research’ component in the fashion design project: Variation in students’ experience of the research process
No full textThis study investigates the qualitatively different ways in which students approach the ‘research’ component within the design project. The study was undertaken with students in their first or second year of an honours degree course in fashion design at four UK universities. In a previous study, students were interviewed to discover the qualitative differences in approach to study in fashion design (Drew, Bailey and Shreeve, 2001; Bailey, 2002). The data set was interrogated again to specifically investigate the approaches students had to the research element of the project method in the original study. A phenomenographic methodology was used to look at the relationship of differences within the student experiences described in the transcripts. Four qualitatively different ways to approach research were construed which indicated an increasing complexity of strategies used. The study indicates that students approach research in different ways, and that the simplest way is undertaken to reproduce visual elements of the found material in a final product. More complex approaches build a personal conceptual response to the project through research. These differences have implications for teaching, learning and assessment in the design project
Variation in student conception of assessment using learning outcomes
No full textSymposium Research PaperAssessment is instrumental in developing effective learning (e.g., Laurillard 1984, Ramsden, 1988) and to be effective the assessment should be aligned to the stated learning outcomes (Biggs, 1996). However, the assessment of outcomes is not unproblematic, particularly when they are related to grading criteria. (Woolf, 1995). A recent critique of learning outcomes has highlighted the difficulties of intended transparency in the wording of outcomes (Hussey and Smith, 2002). The wording is open to interpretation and needs to be supported by experience.It would appear that variation is a fundamental aspect of experience and seminal studies into student learning have identified that students approach and understand learning in qualitatively different ways (e.g. Marton and Saljo,1976a and 1976b, Trigwell and Prosser, 1998 ). Specific references to design students has also found that there is variation in the way that students approach the design project and in undertaking the research aspects of the project (Drew, Bailey Shreeve, 2002, Shreeve, Bailey, Drew, 2002).This study explores the variation in students conceptions of assessment and learning outcomes and the relationship between them. It has been undertaken with second year students on a fashion design course, but the variation is likely to be relevant to other disciplines, particularly those using project work for assessment. It discusses the findings and the implications inherent in variation, such as changes to project briefing, the need for staff development and the construction of a community of understanding around assessment (Beaume and York, 2002). A greater understanding of how students conceive of the policy of using learning outcomes to evaluate their performance in assessment will enable more effective staff development to be undertaken, leading to improvements in learning and improvements in the common knowledge of assessment practice and thus reliability
From TVET to workforce development
No full textRobin Shreeve, the CEO of the Australian Workforce and Productivity Agency, provides a critical analysis of how the Australian Vocational Education and Training (VET) system has evolved to meet the challenges relating to skills and workforce development. A historical analysis of the policies and strategies that had been used in Australia to increase skills development is provided as well as the recent shift in policy direction towards what has been termed as a ‘workforce development’ approach. This shift presents some challenges and the author provides insight into what policy makers in Australia are doing to facilitate better workforce development planning, better skills utilisation and better skills development to support industries. The analysis will be relevant for Asia’s developing member countries that are facing similar problems of enhancing productivity growth, meeting the demands of demographic transitions and improving workforce participation of youth, women and older people
- …
