Design Education and Institutional Transformation

2012 ◽  
pp. 351-364
Author(s):  
Dean Bruton
Keyword(s):  
Higher Education ◽  
Computational Methods ◽  
Design Education ◽  
Computational Design ◽  
Institutional Transformation ◽  
Learning And Teaching ◽  
The Arts ◽  
Key Factor ◽  
Institutional Adoption ◽  
The Impact

This chapter aims to develop awareness of the changing characterization of design and design education in response to the impact of global crisis and the ongoing introduction of innovative computational design methods and technologies. This chapter presents a strategic vision that includes a range of major concerns in relation to design education’s learning and teaching needs in higher education. The purpose of the chapter is to reconsider the foundation and consequent assumptions required of a vital relevant design education in the 21st century. It reflects on a general academic reassessment of the nature of design education in the light of the impact of computational methods and technologies and asserts a need for the re-envisioning of design education pedagogies in terms of networked interaction and global issues. Specifically it maintains that computational methods and techniques and the institutional adoption of interaction as a key factor in education has transformed the conception and construction of content as well as the delivery of communications across the broad spectrum of both the arts and sciences. It acknowledges the theory of institutional transformation, explores the evidence for such a theory, and discusses design education’s potential pedagogical strategies for reform of higher education.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Some results of studying the impact of digital technologies upon learning activities

2020 ◽  
pp. 1-14
Author(s):  
Elvira Vitaljevna Burtseva ◽  
Olga Chepak ◽  
Olga Kulikova
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Negative Impact ◽  
Digital Technologies ◽  
Educational Process ◽  
Learning Activities ◽  
Key Factor ◽  
Negative Effect ◽  
The Subject ◽  
The Impact

The subject of this research is the implementation of digital technologies in educational process of a university. The goal consists in studying the impact of digital technologies upon the students’ learning activities. The article presents the results of questionnaire-based survey among students by the three question pools. In the course of research, the author examines such aspects of the problem, as the positive and negative impact of technologies upon learning activities of the students of digital generation. Particular attention is given to consideration of students’ attitude on digitalization of higher education. The opinions of pedagogues on the results of conducted research are presented. The scientific novelty lies in mainstreaming the question on the negative impact of digital technologies upon learning activities of the modern generation of students that deserves special attention. On the background of common passion of the scholars of researchers and pedagogues for the ideas of digitalization of education, when digital technologies are viewed as virtually the key factor for modernization of educational process; second come the problems of growing pathological dependence of youth on digital technologies, undesired to switch to digitalized educational process to the disadvantage of communication in social networks and pleasant pastime online. The problem of the negative effect of digital technologies on learning activities must be recognized in order to find the ways for its solution.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

scholarly journals Digital Technology Education and its Impact on Traditional Academic Roles and Practice

2010 ◽  
Vol 7 (1) ◽  
pp. 24-41
Author(s):  
Jennifer Sappey ◽  
◽  
Stephen Relf ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Traditional Teaching ◽  
Work Identity ◽  
Learning And Teaching ◽  
Labour Process ◽  
Information And Communication ◽  
The Impact

This paper explores the interface between digital technologies and the teaching labour process in Australian higher education. We develop an adaptation of the seminal Clark (1983, 1994, 2001) and Kozma (1991, 1994) debate about whether technology merely delivers educational content unchanged – technology as the ‘delivery truck’ – or whether education is changed as a result of using different technologies – education as ‘groceries’. Our adaptation is an extension of this metaphor to include the academic teacher as the driver of the grocery truck. With the implementation of new educational technologies, the human resource management aspects of job design, motivation, skilling and work identity are often overlooked, with critical debate about the impact on the teaching labour process seldom considered. In this argument, we will unpack the Clark-Kozma dichotomy of the education/technology interface by looking beyond the embedding of Information and Communication Technologies (ICT) in Australian higher education to examine more broadly the changes to the traditional academic role as the creator, developer and delivery agent of the educational groceries. This has been reinforced by the marketisation of the sector and the concomitant reconfiguration of the traditional teaching process. All this has led to changes in the sense of work identity for academics (McShane, 2006). While we embrace ICT as a potential benefit for both students and academic teachers, we seek to ensure that the ‘truck driver’s’ evolving role is acknowledged in scholarly debates and included in models of learning and teaching if long-term sustainable work practices are to be achieved. One such model is offered.

scholarly journals LECTURER’S FEEDBACK AND ITS IMPACT ON STUDENT LEARNING: A STUDY OF A PUBLIC UNIVERSITY IN SARAWAK, MALAYSIA

2019 ◽  
Vol 15 (3) ◽  
pp. 83
Author(s):  
Kuldip Singh
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Main Determinant ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Effective Feedback ◽  
The Subject ◽  
The Impact ◽  
Enhance Student Learning ◽  
Learning And Achievement

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Providing students with meaningful feedback can greatly enhance their learning and achievement. Lecturer’s feedback plays an integral part in enhancing student learning in higher education. While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution feedback makes to students’ learning. This study examined the impact of lecturer feedback on student learning. This study involved both Degree and diploma students studying in various fields in a local university in Sarawak. The sample size used for the study was 370 students. Lecturer feedback was measured using a scale developed by Susan Brookhart (2008). The results of the study show a significant and positive relationship between lecturer feedback and student learning. Another finding of the study is that motivational feedback is the main determinant of student learning followed by mode of feedback. This study also highlights how feedback can enhance student learning in higher education. Limitations and recommendations are discussed.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

Organisational change and development towards inclusive higher education

2016 ◽  
Vol 8 (1) ◽  
pp. 101-118 ◽  
Author(s):  
Victoria Louise O'Donnell
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Good Practice ◽  
Organisational Change ◽  
Content Type ◽  
Learning And Teaching ◽  
Changing Practice ◽  
Higher Education Culture ◽  
Education Culture ◽  
The Impact

Purpose – The purpose of this paper is to develop an understanding of the impact of organisational policies around inclusion on individual academic practices, and to develop an understanding of the factors which enable or prevent shifts towards inclusion in higher education learning and teaching. Design/methodology/approach – The paper presents data from the document analysis phase of a larger research project. To achieve an understanding of the complex process of development towards an inclusive higher education culture within one focal university, the research took a qualitative approach, underpinned by a critical realist perspective which acknowledges and demands the investigation of multiple levels of reality. The documentary analysis presented here used a constant comparative technique. Documents were analysed inductively by the project team, leading to the identification of key emergent themes. Findings – Three themes related to the development of an inclusive higher education culture emerged from the analysis of the data. These were: learner empowerment; changing practice through challenging practice; inclusive practice as good practice. The focal university’s vision for an inclusive culture was expressed inconsistently across data sources, and did not provide clear indications of concrete shifts in practice which would be required in order to enact that vision. Originality/value – The data are analysed and discussed through the lens of socio-cultural theory, allowing for a complex understanding to emerge of the ways in which participation in the valued practices of a university community is affected by the influence of policy and strategy.

The Impact of Web 2.0 and Web 3.0 on Academic Roles in Higher Education

2015 ◽  
pp. 1-15 ◽  
Author(s):  
Sue Greener
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Learning Technologies ◽  
University Teaching ◽  
Digital Learning ◽  
Four Dimensions ◽  
Learning And Teaching ◽  
Web 3.0 ◽  
Key Characteristics ◽  
The Impact

This chapter discusses major changes in the traditional roles of teachers in Higher Education triggered by digital transformation in learning and teaching by Web 2.0 and Web 3.0. The purpose of university teaching is explored, together with the key characteristics of digital learning technologies associated with Web 2.0 and current and prospective changes linked to the notion of Web 3.0. Role labels found in the literature are reviewed against these changes and four dimensions of role change are identified, together with suggestions for preparing teachers for these changes.

scholarly journals Art and Design Education in Times of COVID-19: Distance Learning and the Importance of Interaction and Empathy

2021 ◽  
Vol 2 (2) ◽  
pp. 23-26
Author(s):  
Ruth Mateus-Berr
Keyword(s):  
Distance Learning ◽  
Digital Media ◽  
Design Education ◽  
Educational Institutions ◽  
Maker Movement ◽  
Art And Design ◽  
Learning And Teaching ◽  
Art Instruction ◽  
The Arts ◽  
And Migration

At the period of worldwide public health emergency of COVID-19, the majority of educational institutions in the world have faced the forced emergency lockdown and migration into the digital, online or virtual learning and teaching environments. Basically, it must be stated up front that digital media and processes have long been part of art instruction, and the maker movement has introduced 3-D printing, especially in design classes. But distance learning presents yet another set of challenges for these subjects.            This article examines how this change has affected the teaching of art and design, looks at two case studies (secondary school and university) and refers to discussions at art education conferences and papers on the post-pandemic challenges of digitization in the arts.

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