Xmi intro final

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Xmi intro final

  1. 1. XMI: EXPERIENTIAL MEDIA INSTITUTE In collaboration with: G. Mothersill and Abby Goodrum, Associate Deans, FCAD A. Bal, S. Daniels, C. Davies, G. Elmer, J. Nolan, L. Pine, R. Lachman
  2. 2. XMI: EXPERIENTIAL MEDIA INSTITUTE  The sustainable future of universities involves trans- disciplinary cross-pollinations of research & education.  XMI addresses student-needs in growing domain and university mandates for innovation and research.  XMI is one of many trans-disciplinary clusters where faculty and graduate students develop curriculum from shared research agendas.  XMI faculty and students fuse experiential media with their own disciplines through project-based inquiry.
  3. 3. XMI: MOTIVATION  Societal shifts created by emerging network cultures call for shifts in educational practices. The 21st century sees the emergence of peer-to-peer cultural innovators.  Youth have embraced peer-to-peer and DYI (do it yourself) media, and are aware of their role as creators of knowledge, culture and social realities.  This awareness requires a new set of learning skills from post-secondary institutions.
  4. 4. XMI: LEARNING OBJECTIVES  XMI’s approach to learning develops skills needed by cultural innovators:  bricolage,  ethnography techniques,  entrepreneurship,  programming. Students:  develop critical, conceptual and practical skills to incorporate new modes of communication in their practice;  integrate a variety of disciplines in diverse societal and employment sectors;  graduate with multifaceted/hybridized and unique media practices firmly embedded in traditional knowledge found in existing programs.
  5. 5. XMI curriculum is based on faculty member’s research:  Facilitating cross-disciplinary practices;  Working towards trans-disciplinary project-based pedagogy;  Implementing an emergent learning model;  Specializing in cultural innovation and the development of emerging media practices. XMI: RESEARCH AS CURRICULUM
  6. 6. XMI - EXPERIENTIAL MEDIA INSTITUTE  Ryerson needs a trans-disciplinary learning and research structure in order to successfully address the needs of our students, industry and society.  XMI will be the first of many such institutes complimenting existing schools that supports studio- based education for novel forms of communication.  XMI creates opportunities that reach across traditional program boundaries through existing structures collaboratively and economically.  XMI compliments existing programs, offering opportunities for students to develop hybrid skills and professional practices in experiential media.
  7. 7. RESEARCH CLUSTERS Research clusters will bring faculty, graduate and undergraduate students together from a variety of disciplines. They will share and develop new teaching and research practices. They will develop new research opportunities and invigorate existing work across the university.
  8. 8. XMI: RESEARCH AND CURRICULUM CLUSTERS XMIXMC XMO Interdisciplinary courses EAS B ARTS FCAD CS GS Trans-disciplinary External ResearchSandbox
  9. 9. A PROGRAM MADE OF CLUSTERS • program = 42 courses in 7 clusters • cluster = 6 discipline specific courses • typical program: 3 clusters in a specific discipline + 4 clusters chosen by the student
  10. 10. XMI: RYERSON-WIDE SHARING Introduction courses: • lecture-based • through creative industrie, • equivalent to liberal arts Intermediate studio/lab courses: • interdisciplinary electives •shared among schools • designed by researchers •taught by graduate students • offered by XMI Advance studio courses: • tied to schools specific curriculum • taught by researchers • offered by XMI • Two introduction + four intermediate courses constitute a minor • Two introduction + four intermediate + three advanced courses constitute a major
  11. 11. XMI: THEMATICOVERLAP OF PROGRAMS Program Specific Courses
  12. 12. XMI PROGRAM Undergraduate: •Degree •Minor • Major •Specialization Graduate: M.A., M.Sc., M.F.A., Ph.D.
  13. 13. XMI: KNOWN BARRIERS 1) No norms for sharing and substitution of courses; necessary for:  diversity-flexibility  course scheduling  value (credit)  duration (hours)  Faculty load 2) No shared administrative and financial structure  for sharing costs and revenue 3) No shared safety and equipment training  need for an interdisciplinary delivery platform 4) No shared curricular structure and standards 5) Disincentive for non-tenured faculty involvement

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