260 research outputs found
Developing sustainable pedagogic strategies for the international and cultural aspects of learning in art and design post-graduate education
No full textThis paper offers practical and theoretical insights into developing sustainable pedagogic strategies for the international and cultural aspects of learning in art and design post-graduate education. It builds on current research by the authors in tackling core cultural issues, ‘we want to address the complex issues of heterogeneity as opposed to the cultural homogenisation of students and help us all grow.’ ((Jones, McCullagh, Watson, 2006).
Issues explored:
• ‘translating’ cultural learning styles with students from a non-Western education background
• integrating/assimilating/enriching the learning mix of domestic and overseas students
• helping students re-draw their own ‘identity map’ from an intra cultural perspective, using the dynamics of mix-culture groups.
• liberating students through cross-cultural learning
• enabling students to become ‘future ready’ in their own understanding of sustainable issues
• dealing with the attendant language and comprehension problems in mixed cultural groups
We are also keen to raise the professional aspects of teaching. To review the history of the art schools in the UK and in one sense, to try and recapture the communal goal, which aimed to improve the manufacturing base, the cultural tastes of a nation, but crucially to re-address this in International terms. (Ewart in Jones, 1996)
Foreword: 5+1 The sense of sight, the sense of hearing, the sense of smell, the sense of taste, the sense of touch and inspiration
No full textDesigning an interactive e-learning course, which focuses on the autonomous learner and the multimodal learner within art and design.
No full textThis project aims to establish a range of principles and synthesized theories that investigate the effective use of interactive e-learning within an art and design context. This project originated in a new initiative in the School of Art and Design at Nottingham Trent University whereby an MA research student developed the project in collaboration with an academic staff member. We built on the experiences of e-learning established by these two key members. It acknowledges the experiences of pedagogic art and design research already developed in the school, which explored methodologies for learning, teaching and assessment and learning to learn. This project takes a proactive collaborative approach working with relevant technical, administrative and academic staff.
This project emerges out of ‘The PI.E. Foundation’ © Joe F McCullagh 2003. An initiative, that sets out to ‘provide interactive experiences and education’ for students and staff. The foundation was established to develop autonomous learners within teaching and learnin
Riding the seven c’s, developing an international cross-cultural design educational model
No full textThis research paper questions how we can enrich and enhance the international and cross-cultural diversity perspectives of curricula in graphic design education?
In a period of constant educational change and global education opportunities (UNESCO) it is apparent that staff and students need to re-position themselves and be reminded that ‘the development of a culturally sensitive learning environment should be viewed as a shared responsibility amongst teachers, developers, administrators and learners’, which involves consultation of participants to ensure a rich and purposeful model is being developed’. (GOODEAR, 2001).
This is both an opportunity and necessity in enabling UK and international design students to proactively learn, culturally liberate themselves and subsequently develop invaluable transferable design skills in a global economy. There are educational dangers if we are not proactive in developing sustainable cross-cultural pedagogies in our education environments ‘the sanitizing of cultural differences has the potential to limit the educational opportunities that can be found in culturally diverse learning environments’. (GOODEAR, 2001).
This paper will offer practical and theoretical insights by proposing an educational model developed by the author ‘the seven c’s’; consisting of cross-cultural, communication, collaboration, commerce, creativity, cross-disciplinary and community. The model has been developed working within an international educational environment at postgraduate level consisting of students from the ‘seven seas’, represented from countries as diverse as Qatar to China.
Contextually the research builds on and openly questions the cross-cultural work outside of design by Tromepnaars, Hofstede, alongside initiatives by UNESCO on the global citizen and educational sustainability. It also engages with cultural design debates initiated at the Seattle ICOGRADA conference and issues in graphic design of the global/local (TWEMLOW). The research is also informed by previous cross-cultural work by designers Tenazas and Steiner.
Clearly, design needs to develop its own research and practices within cross-cultural contexts. The paper illustrates an educational cross-cultural working process specifically for the subject of design and particularly graphic design. The paper highlights how an active model can be developed through learning by doing (GIBBS, 1998) and thinking (RAMSDEN, 2003) however, coming from a perspective which addresses creativity across cultures (LUBART), cross-disciplinary and importantly by a practice-based collaborative international team project approach.
The research methodology is predominantly an action research one through problem-solving. It is also situated within a pedagogic research-informed teaching approach where teaching draws upon enquiry into the teaching and learning process itself (JENKINS AND HEALEY, 2005). Methods incorporated have been cross-cultural international focus groups attended by students, interviews and student case studies. The practical pedagogic findings will be of use to anyone working in design education wishing to develop cross-cultural curricula.
The paper will be contextualized and presented through student project images and a short film by the author entitled: ‘research is like a pair of scissors’, which derives from a Japanese student questioning design research
Developing communities of practice and research through research informed teaching and learning in cross-cultural groups.
No full textThis conceptual research aims to answer three questions:
• What is the process for learning where teachers and learners research together?
• How can this process be enriched and enhanced, specifically working within an international
and cross-cultural student population?
• How can a co-existence of a pedagogic research informed learning and teaching environment
be embedded with staff and students?
This research looks into the way staff research informs pedagogic practice, and how staff work as
’joint partners’ with students to deliver more ’iterative’ education learning models. The research is aimed at the development of inclusive scholarly knowledge-building communities of practice (see Brew, 2006). The research highlights how staff work with students in an iterative communal process through project-based research activity and collaborative teamwork within cross-cultural groups. It also describes the processes of working with students and how it has helped to directly reinforce the curricula and informed the author’s own learning and teaching strategies. Significantly, this type of open engagement with cultural groups has alerted the author to howtraditional linear ’Western’ forms of academic research within art and design can be influenced by Eastern models of research enquiry. The research describes a coexistence of practice where research and enquiry can be fluidly exchanged between teacher and student.
Changes were made to curricula to develop a more social constructivist form of working (Gredler,
1997) where both the context in which learning occurs and the social contexts that learners bring
to their learning environment were put centre stage. A short film entitled Event digestion, a
pedagogic filmic picnic, where students came together to form a community event, highlighted
this process. This process was also one of cross-disciplinary staff team-working within art and
design where research work is enhanced through creating a more open social experiential learning
environment.
The research methodology is a predominantly qualitative one through problem solving and action
research. It is also situated within a pedagogic research-informed teaching approach where
teaching draws upon enquiry into the teaching and learning process itself (Jenkins & Healey,
2005). Methods incorporated have been cross-cultural international focus groups attended by
students, ’unstructured’ interviews, student case studies and, importantly, practice-based work.
The paper highlights how an active educational model can be developed through learning by
doing (Gibbs, 1998) and thinking (Ramsden, 2003), however, coming from a perspective which
addresses creativity across cultures (Lubart), is cross-disciplinary, and, importantly, by a practicebase collaborative international team project approach. The practical pedagogic findings will be of use to anyone working in design education wishing to develop cross-cultural curricula through practice-based learning and research
Busan International Design Festival 2008 Catalogue
No full textArtwork exhibited for the Busan International Design Festival Busan Fine Arts Association, Busan, South Korea, 26-31 May 2008, Busan Metropolitan Galler
Holkham
No full textDigital artwork exhibited at The 2005 Busan International Design Festival Sept 20-26 2005 Busan Fine Arts Association, Busan, South Korea
Discourse II Exhibition
No full textMarch 2008
Catalogue essay for designer/artist Hong Dong Sik ‘Discourse II Exhibition’ 3-9 March 2008, Busan Museum of Modern Art, (catalogue
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