scholarly journals Educación crítica de las artes visuales en estudiantes de diseño gráfico. Relaciones de aprendizaje en torno a la cultura visual

2020 ◽  
pp. 71
Author(s):  
Hishochy Delgado ◽  
Yasselle Angela Torres ◽  
Maylín Alonso
Keyword(s):  
Visual Culture ◽  
Visual Arts ◽  
Graphic Design ◽  
Teaching And Learning ◽  
Critical Dimension ◽  
University Teaching ◽  
Critical Education ◽  
Teachers And Students ◽  
Design Students ◽  
Critical Discourses

Resumen: La dimensión crítica en los procesos de enseñanza y aprendizaje universitarios constituye un estadio superior del intelecto y la moral en los educadores y educando. Encuentra su base teórica, epistemológica y metodológica en las capacidades reconstructivas y autónomas del sujeto libre que piensa y crea. En esta investigación pretendemos abordar –desde las experiencias como docentes e investigadores- el andamiaje contextual que sitúa al discurso crítico como una necesidad educativa en estudiantes de Diseño Gráfico. Realizaremos un análisis de los componentes curriculares que intervienen en las decisiones para conformar un aparato crítico hacia el objeto artístico visual y responder a la pregunta ¿qué sentido tienen la educación crítica y su discurso sobre Artes Visuales en estudiantes de Diseño Gráfico?  Para ello, proponemos repensar las nociones de crítica, en contextos diversos por los que transita la cultura visual en aras de una educación más compleja, a través de relatos que cuentan las intimidades de las artes visuales.   Palabras clave: educación crítica, discursos críticos, artes visuales, diseño gráfico, cultura visual.  Abstract: The critical dimension in the processes of university teaching and learning constitutes a higher stage of the intellect and morality in teachers and students. It finds its theoretical, epistemological and methodological basis in the reconstructive and autonomous capacities of the free subject that think and create. In this research I intend to address -from the experiences as a teacher and researcher- the contextual scaffolding that places critical discourse as a necessity in the teaching and learning process of graphic design students. I will make an analysis of the curricular components that intervene in the decisions to form a critical apparatus towards the visual artistic object and answer the question: what is the point of critical education and its discourse on Visual Arts in Graphic Design students? For this, I propose to rethink the notions of criticism, in diverse contexts through which visual culture transits for the sake of a more complex education, through stories that tell the intimacies of the visual arts.  Keywords: critical education, critical discourses, visual arts, graphic design, visual culture

Flipped University Classrooms

2017 ◽  
pp. 233-246
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

scholarly journals Appropriate and relevant humour in the university classroom: insights from teachers and students

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Farhana Abu Bakar
Keyword(s):  
Teaching And Learning ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Learning Content ◽  
Daily Experiences ◽  
Award Winning ◽  
Teachers And Students ◽  
The University

When used for the purpose of teaching and learning, humour must be relevant and appropriate to the context. However, what constitutes appropriate and relevant humour is unclear. Past studies have focussed mostly on classifying appropriate and relevant types of humour. Additionally, students’ and teachers’ perceptions of what constitutes appropriate and relevant humour are likely to differ, meaning that the effectiveness of teachers’ humour use may vary depending on the context. With this in mind, it is important to consider teachers’ and students’ perceptions of the appropriateness and relevance of humour. For this paper, five award-winning teachers and 10 students were interviewed regarding their perceptions and experiences of the use of humour in university teaching. Four themes were identified that relate to teachers’ and students’ perceptions regarding the appropriateness of humour: Appropriate humour is relevant humour; Appropriate humour happens at a suitable time and in a suitable manner; Appropriate humour enhances teachers’ credibility; and Inappropriate humour is disrespectful humour. Three themes were identified related to the relevance of humour: Relevant humour is related to the learning content; Relevant humour is related to daily experiences in life; and Irrelevant humour is humour that students do not understand. On the basis of this study, this paper offers pedagogical suggestions for teachers who wish to use humour effectively by taking into consideration what humour is considered appropriate/inappropriate and relevant/irrelevant.

scholarly journals Perceptions of undergraduate Graphic Design students on the educational potential of Facebook

2012 ◽  
Vol 20 ◽  
Author(s):  
Nicos Souleles
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Graphic Design ◽  
Design Education ◽  
Teaching And Learning ◽  
Social Networking Site ◽  
Learning Technology ◽  
Art And Design ◽  
Design Students ◽  
Educational Potential

The popularity of Facebook among university students inevitably raises questions on the educational potential of this Social Networking Site for Higher Education. From the limited literature on the instructional uses of Facebook, one can draw conflicting conclusions. Benefits were identified through the communicative potential, student participation in study groups and through informal learning, i.e. learning that takes place outside the formal structures of the learning environment. In contrast, it is also argued that the instructional benefits of Facebook are not straightforward. This phenomenographic investigation examines the perceptions of undergraduate Graphic Design students in a higher education institution in Cyprus, on the use of Facebook for teaching and learning. Characteristic of Art and Design education is the centrality of the studio and student self-reflection. Despite some literature that considers Facebook provides a viable alternative to the physical studio, the participants in this investigation expressed a preference for face-to-face instruction and consider Facebook as complimenting rather than replacing studio practices. Some participants benefited from the use of Facebook by joining support groups and exploring information relevant to their studies. Further research can investigate how Facebook can be embedded in studio-based teaching and learning.Keywords: Facebook; Graphic Design; teaching and learning; informal learning; studio(Published: 24 September 2012)Citation: Research in Learning Technology 2012, 20: 17490 - http://dx.doi.org/10.3402/rlt.v20i0.17490

Flipped University Classrooms

2014 ◽  
Vol 16 (2) ◽  
pp. 26-38 ◽  
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

An analysis of ‘typographic self-portrait projects’ by the 2nd grade students of Baskent University, Faculty of Fine Arts, Design and Architecture, Department of Visual Arts and Design

2018 ◽  
Vol 8 (2) ◽  
pp. 61-67
Author(s):  
Halime Turkkan
Keyword(s):  
Visual Culture ◽  
Visual Arts ◽  
Graphic Design ◽  
Fine Arts ◽  
The Self ◽  
University Faculty ◽  
Cultural Backgrounds ◽  
Design Elements ◽  
Design Activities ◽  
Points Of View

The self-portrait solutions were designed to be transferred into typographical design elements by the 2nd grade students of Baskent University, Faculty of Fine Arts, Design and Architecture, Department of Visual Arts and Design, during fall semester 2017–2018, within the scope of the course ‘Typography Design’ under the leadership of Halime Turkkan. The concept of ‘self’ was converted into typographic self-portraits. The main objective of the project was to express the concept only by words through different perspectives of students. This study is focused on analysing the different points of view on creating conceptual typographic designs and the effects of visual culture on students during the design process for exhibitions and other design activities. The graphic solutions which were exhibited in Gallery Baskent and Artankara 4th International ModernArts Fair will be examined in terms of visual and cultural backgrounds of Turkish graphic design students.Keywords: Typographic design, self, visual culture, Turkey.

scholarly journals Heterodox Economy in the Neoliberal Education Age

2020 ◽  
Vol 9 (5) ◽  
pp. 81
Author(s):  
Juan Agustín Franco Martínez ◽  
Miguel Angel Garcia-Gordillo
Keyword(s):  
Corporate Social Responsibility ◽  
Cognitive Psychology ◽  
Teaching And Learning ◽  
Educational Process ◽  
University Teaching ◽  
Critical Education ◽  
Educational Implications ◽  
Neoliberal Ideology ◽  
Corporate Social ◽  
The University

Since the last global crisis, the critical debate on economy and the teaching of heterodox economy has resurfaced. To review the magnitude and pedagogical consequences for critical education in economics and finance is the objective of this paper, which also proposes a didactic strategy based on an experience developed at the University of Extremadura (Spain) within the framework of the Didactic Innovation Group named “Ethics of University Teaching”. For this purpose, the educational implications of teaching and learning the conventional economy that derive from behavioral and cognitive psychology and discourses on entrepreneurship and corporate social responsibility are reviewed. It is concluded that the bias in the education of heterodox economy supposes a deterioration of the fundamental educational objectives, tending towards an indoctrination in the neoliberal ideology (patriarcapitalist) and to a serious loss of democratic values. For all the above, a more pluralist pedagogy at the epistemological and methodological levels—from critical psychology to critical economics or critical management studies—would help to favor a more emancipatory educational process, committed to social justice.

scholarly journals Teachers’ Pedagogical Practices and Students’ Learning Experiences in an Ethiopian University Setting

2020 ◽  
Vol 16 (2) ◽  
pp. 205
Author(s):  
Tefera Tadesse ◽  
Catherine Manathunga ◽  
Robyn Gillies
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Quality Measurement ◽  
Pedagogical Practices ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Continuous Quality ◽  
Teachers And Students

There is a growing interest among higher education (HE) researchers regarding the relevance of measuring quality via the lived experiences of teachers and students. However, relatively few studies have examined more broadly the pedagogical practices and student learning experiences in HE. In addition, there is a minimal study that compared students’ perceptions of learning behaviors with that of their teachers. The current study explores students’ and teachers’ perceptions about the existing pedagogical practices and learning experiences by analyzing each group’s responses and examining similarities and differences between their perspectives. For this, undergraduate students (n = 536) and teachers (n =89) at Jimma University, Ethiopia voluntarily participated in filling out two separate questionnaires. The findings show that university teaching and student learning in Ethiopia face considerable challenges that originated from different sources of influences, including input, process, and outcome dimensions. As the study participants reported, they faced high challenges in teaching and learning mainly due to the shortage of required inputs and processes. The role of pedagogical practices and learning experiences within universities' quality measurement and developing strategies to use such data for continuous quality improvement are discussed.

scholarly journals Is Task-Based Instruction Approach Apt for Journalism Education?

2018 ◽  
Vol 1 (2) ◽  
pp. 68-73
Author(s):  
SHAFAAT HUSSAIN ◽  
SADAQUAT HUSSAIN
Keyword(s):  
Teaching And Learning ◽  
Instructional Materials ◽  
University Teaching ◽  
Language Difficulties ◽  
Teachers And Students ◽  
Pass Through ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Learning ◽  
The University

The university teaching and learning of Journalism and Communication in Ethiopia offers many challenges equally both for the teachers and students. One of the challenges is that the undergraduates usually face language difficulties in an English-medium setting. Task based instruction (TBI) as a panacea refers to an approach based on the use of tasks as the core unit of planning and instruction in the teaching learning process. This article critically reviews the fuzzy concept of ‘task’ and how it is different from ‘activities’; the evolution of TBI as an approach; how the objectives are formulated in task based approach; how sequencing and grading of syllabus content is organized in the task format; what is the modus operandi of teachers and learners in task based instruction; which varieties of instructional materials are required to run the show of task-based classroom; and how the learners’ performance and syllabus itself will pass through the process of evaluation. At the end, the article attempts to propose advantages, disadvantages and challenges of TBI for the curriculum/syllabus developers.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

Mutable Views

2019 ◽  
pp. 52-70
Author(s):  
Johanne Sloan
Keyword(s):  
Visual Culture ◽  
Collective Memory ◽  
Visual Arts ◽  
Visual Art ◽  
Natural World ◽  
Landscape Art ◽  
Experimental Films ◽  
Contemporary Artists

This chapter addresses the contemporary renewal of landscape art in Canada, arising at the intersection of visual art and cinema. Artworks, installations, and experimental films are discussed according to four categories: figure/ground, spatial illusions, the historicity of landscape, and digital scenery. Landscape—as a distinct art historical genre, conventional cinematic background, and ideological ground—has historically played a key role in Canadian visual culture. The contemporary artists and filmmakers in question have remade landscape in pictorial terms by remixing legacies from the visual arts and cinema and also in political terms, by calling attention to the damaged natural world of the Anthropocene, confronting Indigenous claims to the land, and foregrounding struggles over nationhood, identity, and collective memory.

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