The document discusses rethinking art and design education through creativity, risk-taking, and collaboration. It outlines challenges facing art education like declining opportunities and an expected skills deficit. However, creative industries are admired and important economically. The school aims to enhance learning through hands-on and collaborative experiences across disciplines. This includes opportunities for failure and risk-taking. The school undertook curriculum redesign involving cross-discipline groups and pilots. The result was commended for its commitment to collaboration, risk-taking, and innovation.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
Brochure for the International Masterclass L&D Leadership which will be offered by Nyenrode Business Universiteit ( The Netherlands) and IE Business School ( Spain)
The document introduces the Performance Innovations post-graduate certificate course, which aims to offer flexible vocational training for performing arts practitioners. The course will have three modules: Practice, Placement, and Business. The Practice module will help students identify and develop their creative skills and ideas. The Placement module will involve students completing projects for diverse clients. The Business module will equip students with the practical skills to set up and run a performing arts enterprise. The course overall seeks to provide entrepreneurial training for performing arts professionals in a digital context.
The document provides information about the Global Design Degree program offered jointly by New School of Architecture & Design and Domus Academy. The 4-year program includes 2 years studying in Milan, Italy and 2 years in San Diego, California. Students earn a bachelor's degree from NewSchool and a diploma from Domus Academy. The program focuses on interior architecture & design and product design, taught by industry professionals through hands-on projects and internships.
This document provides information about the National Institute of Fashion Technology (NIFT). It discusses NIFT's history as an institute established in 1986 under the Ministry of Textiles, Government of India. It has since expanded to 15 centers across India. The document outlines NIFT's strengths such as integrated learning across disciplines, a focus on industry dynamics, critical appraisal, team building, and connecting with grassroots artisans. It also discusses NIFT's global collaborations with 26 international fashion institutes, opportunities for international study abroad programs, and faculty exchange. Key assets that enable NIFT's work are highlighted as its alumni network, experienced faculty, and library resources.
The Knowledge Integration program at the University of Waterloo allows students to integrate interests from different disciplines. Students take core courses that teach integration skills and how to collaborate. They also take a variety of electives to gain depth in their areas of interest and do a final research project in their fourth year. The program is flexible and supports students through academic advisors, professors, and the Knowledge Integration Student Society. Students participate in experiential learning opportunities like designing a museum exhibit and have pursued careers and further education in diverse fields after graduating.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
Brochure for the International Masterclass L&D Leadership which will be offered by Nyenrode Business Universiteit ( The Netherlands) and IE Business School ( Spain)
The document introduces the Performance Innovations post-graduate certificate course, which aims to offer flexible vocational training for performing arts practitioners. The course will have three modules: Practice, Placement, and Business. The Practice module will help students identify and develop their creative skills and ideas. The Placement module will involve students completing projects for diverse clients. The Business module will equip students with the practical skills to set up and run a performing arts enterprise. The course overall seeks to provide entrepreneurial training for performing arts professionals in a digital context.
The document provides information about the Global Design Degree program offered jointly by New School of Architecture & Design and Domus Academy. The 4-year program includes 2 years studying in Milan, Italy and 2 years in San Diego, California. Students earn a bachelor's degree from NewSchool and a diploma from Domus Academy. The program focuses on interior architecture & design and product design, taught by industry professionals through hands-on projects and internships.
This document provides information about the National Institute of Fashion Technology (NIFT). It discusses NIFT's history as an institute established in 1986 under the Ministry of Textiles, Government of India. It has since expanded to 15 centers across India. The document outlines NIFT's strengths such as integrated learning across disciplines, a focus on industry dynamics, critical appraisal, team building, and connecting with grassroots artisans. It also discusses NIFT's global collaborations with 26 international fashion institutes, opportunities for international study abroad programs, and faculty exchange. Key assets that enable NIFT's work are highlighted as its alumni network, experienced faculty, and library resources.
The Knowledge Integration program at the University of Waterloo allows students to integrate interests from different disciplines. Students take core courses that teach integration skills and how to collaborate. They also take a variety of electives to gain depth in their areas of interest and do a final research project in their fourth year. The program is flexible and supports students through academic advisors, professors, and the Knowledge Integration Student Society. Students participate in experiential learning opportunities like designing a museum exhibit and have pursued careers and further education in diverse fields after graduating.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
The Unisinos School of Design in Brazil aims to promote design-oriented innovation through its educational programs. It offers undergraduate, graduate, and consulting programs. The school values integrating academic learning with real-world business needs through partnerships with companies. Students work on projects for partner companies and gain experience applying their design skills. The school also operates a Design Center that conducts applied research projects with the goal of transferring knowledge to businesses and society.
The re.design team at DJCAD proposes a two-year pilot project to establish a new cognate grouping called re.design. This grouping would bring together the MSc Design Ethnography and Masters of Design for Services programmes, along with associated research, training, and consultancy activities. Over two years, re.design aims to [1] rethink and remodel their programmes and teaching methods, [2] innovate new income streams and partnership models, and [3] strengthen their local and global presence. If successful, the pilot could serve as a model for more flexible and sustainable postgraduate education at DJCAD and CASE.
This document describes a course called "Innovate: Intro to Creativity and Design" that was team-taught across disciplines at Morehead State University. The course aimed to develop students' design thinking, empathy, entrepreneurial and collaboration skills through project-based learning utilizing CAD modeling and 3D printing. Key lessons included emphasizing broad design thinking approaches, loosening up STEM students' creativity and tightening A&D students' empathy. Student testimonials showed the course helped develop skills in ideation, entrepreneurship, and seeing STEM with a broader lens. The document argues that if all college students took a similar course, it could change the world.
- The Stanford d.school aims to teach design thinking and methodology to students from all disciplines through multidisciplinary project teams. This allows each student to contribute their unique knowledge and skills while developing empathy for other fields and design processes.
- Design is positioned as the "glue" that holds multidisciplinary teams together by providing a common non-threatening process focused on research, prototyping, and iteration. Students with design thinking skills act as facilitators to help diverse teams overcome barriers and focus on innovation.
- While anyone can learn design thinking, it requires mastering human-centered design processes like observation and prototyping. When combined with analytical skills, design thinking enhances organizations' ability to innovate
This document provides information about the Languages Interdisciplinary Project, which is a unit within the Scottish Baccalaureate. It can be taken at Higher or Advanced Higher level and involves an independent project that allows students to apply language skills in a practical context outside of school. The project focuses on developing skills for learning, life and work such as research, planning, problem solving and self-evaluation. Examples of student projects and quotes from students and business leaders supporting the value of language skills are also provided.
Contrary to the highly collaborative nature of architectural practice, architecture education has traditionally been focused on individual skills development. The changing nature of knowledge generation now requires collaborative learning approaches. An international collaborative design studio run between 2008-2013 engaged students from Yildiz Technical University, Sarajevo University, and Twente University. The studio aimed to design sustainable and transformable buildings through collaborative processes that simulated distributed work environments. Students gained experience in remote collaboration, workshops, lectures, and interactions with industry and local stakeholders. Evaluation found that effectively designing collaborative processes led to higher quality designs through greater system integration and technical competency achieved by student groups.
Two Birds is a program that offers high school students experience with real-world creative projects to develop 21st century skills. Students work with startups and nonprofits, providing services like branding, marketing, and design. This teaches students design thinking, strategic problem solving, project management, and how to use design for social good. The program has two tracks - an intensive track for those pursuing creative careers, requiring 6-12 hours per week, and a project-based track for those interested in exploring design, requiring 3-6 hours to complete one project.
The document outlines plans for a new curriculum at the Industrial Design Engineering program at The Hague University. It proposes a 3-year bachelor's program to train designers to create sustainable solutions and address complex challenges. The new curriculum will focus on developing students' human values, fundamental innovation skills, business skills, and technology skills. It will educate "Explorers" in the first year to research trends, "Creators" in the second year to generate and implement ideas, and "Entrepreneurs" in the third year to realize their own businesses. Developing this new curriculum presents challenges in staying innovative within a traditional context. Input and collaboration is sought from experts, companies, and other co-innovators.
The document describes a new interdisciplinary packaging design course at Aalto University.
- 24 students from various backgrounds are divided into teams of 6 to work on real packaging projects for external clients.
- The course takes a holistic and problem-based learning approach, combining design, business, and engineering thinking through lectures, workshops, and team projects.
This document provides an overview and introduction to the Makerspace Playbook. It discusses the maker movement and how Makerspaces grew out of MAKE magazine and Maker Faire events. The document emphasizes that Makerspaces aim to provide spaces for hands-on learning where students can access tools and materials to design and build projects. It also stresses the importance of play and exploration in learning. The overview provides context about the goals of the Makerspace program and playbook which are to support the establishment of Makerspaces in schools.
This document provides an introduction and overview of a project exploring how to promote entrepreneurship and sustainability values in young students. It identifies three main focus areas of the project: education, entrepreneurship, and sustainability. These areas are interlinked. The document outlines the project's objectives of educating youth about sustainability, creating a service network to help innovative ideas become sustainable businesses, and raising awareness of training entrepreneurs for a circular economy. Primary research included ethnographic research with students and teachers and interviews with entrepreneurs to inform the project scope and opportunities.
An Innovative, Competency-based InternationalCLIL Project: Are you brave eno...Neus Lorenzo
This document describes guidelines for developing an innovative international CLIL project. It recommends starting with forming a dynamic group including management and teachers to develop project ideas. The group should collect proposals from staff, identify priorities and align the project with the school's educational plan. Projects can either be started independently or by joining an existing international program. The document provides a sample workflow for distributing responsibilities among coordinators and participants. It emphasizes assigning tasks that match participants' interests to encourage collaboration.
Here are 5 Key Principles of Maker Education: 1. Hands-On Learning 2. Creativity and Innovation 3. Collaboration and Communication 4. Critical Thinking and Problem-Solving
This course prepares students for degree-level study in art and design. Students will explore a range of art forms and techniques to develop their creative style. They will receive guidance from tutors and work in small groups of around 25 students. Students will benefit from the university's facilities and opportunities to work with degree students on projects. They will also receive input from industry professionals and take part in trips to galleries and museums to support their learning. The course prepares students for higher education in art school and artistic practice after graduation.
Creating Bold Change Together: The Olin College Model for CollaborationKEEN
Presenters: Jessica Townsend and Vin Manno (Olin)
Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational
educational experiences with like-minded institutions. In this session you will learn, through stories and examples, Olin’s evolving philosophy of curriculum innovation and how co-designing with partners can create long-lasting value. The session will highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process.
The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1E2ED7E
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This document contains 20 photos from various photographers and sources such as NASA. The photos have varying licenses from Creative Commons, but most allow for sharing and reuse with attribution. The sources given suggest the photos were obtained from Flickr, Unsplash, and other sites and can be used for both personal and commercial purposes depending on the individual license of each photo.
The Unisinos School of Design in Brazil aims to promote design-oriented innovation through its educational programs. It offers undergraduate, graduate, and consulting programs. The school values integrating academic learning with real-world business needs through partnerships with companies. Students work on projects for partner companies and gain experience applying their design skills. The school also operates a Design Center that conducts applied research projects with the goal of transferring knowledge to businesses and society.
The re.design team at DJCAD proposes a two-year pilot project to establish a new cognate grouping called re.design. This grouping would bring together the MSc Design Ethnography and Masters of Design for Services programmes, along with associated research, training, and consultancy activities. Over two years, re.design aims to [1] rethink and remodel their programmes and teaching methods, [2] innovate new income streams and partnership models, and [3] strengthen their local and global presence. If successful, the pilot could serve as a model for more flexible and sustainable postgraduate education at DJCAD and CASE.
This document describes a course called "Innovate: Intro to Creativity and Design" that was team-taught across disciplines at Morehead State University. The course aimed to develop students' design thinking, empathy, entrepreneurial and collaboration skills through project-based learning utilizing CAD modeling and 3D printing. Key lessons included emphasizing broad design thinking approaches, loosening up STEM students' creativity and tightening A&D students' empathy. Student testimonials showed the course helped develop skills in ideation, entrepreneurship, and seeing STEM with a broader lens. The document argues that if all college students took a similar course, it could change the world.
- The Stanford d.school aims to teach design thinking and methodology to students from all disciplines through multidisciplinary project teams. This allows each student to contribute their unique knowledge and skills while developing empathy for other fields and design processes.
- Design is positioned as the "glue" that holds multidisciplinary teams together by providing a common non-threatening process focused on research, prototyping, and iteration. Students with design thinking skills act as facilitators to help diverse teams overcome barriers and focus on innovation.
- While anyone can learn design thinking, it requires mastering human-centered design processes like observation and prototyping. When combined with analytical skills, design thinking enhances organizations' ability to innovate
This document provides information about the Languages Interdisciplinary Project, which is a unit within the Scottish Baccalaureate. It can be taken at Higher or Advanced Higher level and involves an independent project that allows students to apply language skills in a practical context outside of school. The project focuses on developing skills for learning, life and work such as research, planning, problem solving and self-evaluation. Examples of student projects and quotes from students and business leaders supporting the value of language skills are also provided.
Contrary to the highly collaborative nature of architectural practice, architecture education has traditionally been focused on individual skills development. The changing nature of knowledge generation now requires collaborative learning approaches. An international collaborative design studio run between 2008-2013 engaged students from Yildiz Technical University, Sarajevo University, and Twente University. The studio aimed to design sustainable and transformable buildings through collaborative processes that simulated distributed work environments. Students gained experience in remote collaboration, workshops, lectures, and interactions with industry and local stakeholders. Evaluation found that effectively designing collaborative processes led to higher quality designs through greater system integration and technical competency achieved by student groups.
Two Birds is a program that offers high school students experience with real-world creative projects to develop 21st century skills. Students work with startups and nonprofits, providing services like branding, marketing, and design. This teaches students design thinking, strategic problem solving, project management, and how to use design for social good. The program has two tracks - an intensive track for those pursuing creative careers, requiring 6-12 hours per week, and a project-based track for those interested in exploring design, requiring 3-6 hours to complete one project.
The document outlines plans for a new curriculum at the Industrial Design Engineering program at The Hague University. It proposes a 3-year bachelor's program to train designers to create sustainable solutions and address complex challenges. The new curriculum will focus on developing students' human values, fundamental innovation skills, business skills, and technology skills. It will educate "Explorers" in the first year to research trends, "Creators" in the second year to generate and implement ideas, and "Entrepreneurs" in the third year to realize their own businesses. Developing this new curriculum presents challenges in staying innovative within a traditional context. Input and collaboration is sought from experts, companies, and other co-innovators.
The document describes a new interdisciplinary packaging design course at Aalto University.
- 24 students from various backgrounds are divided into teams of 6 to work on real packaging projects for external clients.
- The course takes a holistic and problem-based learning approach, combining design, business, and engineering thinking through lectures, workshops, and team projects.
This document provides an overview and introduction to the Makerspace Playbook. It discusses the maker movement and how Makerspaces grew out of MAKE magazine and Maker Faire events. The document emphasizes that Makerspaces aim to provide spaces for hands-on learning where students can access tools and materials to design and build projects. It also stresses the importance of play and exploration in learning. The overview provides context about the goals of the Makerspace program and playbook which are to support the establishment of Makerspaces in schools.
This document provides an introduction and overview of a project exploring how to promote entrepreneurship and sustainability values in young students. It identifies three main focus areas of the project: education, entrepreneurship, and sustainability. These areas are interlinked. The document outlines the project's objectives of educating youth about sustainability, creating a service network to help innovative ideas become sustainable businesses, and raising awareness of training entrepreneurs for a circular economy. Primary research included ethnographic research with students and teachers and interviews with entrepreneurs to inform the project scope and opportunities.
An Innovative, Competency-based InternationalCLIL Project: Are you brave eno...Neus Lorenzo
This document describes guidelines for developing an innovative international CLIL project. It recommends starting with forming a dynamic group including management and teachers to develop project ideas. The group should collect proposals from staff, identify priorities and align the project with the school's educational plan. Projects can either be started independently or by joining an existing international program. The document provides a sample workflow for distributing responsibilities among coordinators and participants. It emphasizes assigning tasks that match participants' interests to encourage collaboration.
Here are 5 Key Principles of Maker Education: 1. Hands-On Learning 2. Creativity and Innovation 3. Collaboration and Communication 4. Critical Thinking and Problem-Solving
This course prepares students for degree-level study in art and design. Students will explore a range of art forms and techniques to develop their creative style. They will receive guidance from tutors and work in small groups of around 25 students. Students will benefit from the university's facilities and opportunities to work with degree students on projects. They will also receive input from industry professionals and take part in trips to galleries and museums to support their learning. The course prepares students for higher education in art school and artistic practice after graduation.
Creating Bold Change Together: The Olin College Model for CollaborationKEEN
Presenters: Jessica Townsend and Vin Manno (Olin)
Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational
educational experiences with like-minded institutions. In this session you will learn, through stories and examples, Olin’s evolving philosophy of curriculum innovation and how co-designing with partners can create long-lasting value. The session will highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process.
The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1E2ED7E
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This document contains 20 photos from various photographers and sources such as NASA. The photos have varying licenses from Creative Commons, but most allow for sharing and reuse with attribution. The sources given suggest the photos were obtained from Flickr, Unsplash, and other sites and can be used for both personal and commercial purposes depending on the individual license of each photo.
Advance HE When Unusual Business Became Business as UsualKerry Gough
This document contains a collection of photos from various sources such as NASA, Flickr, and Unsplash. The photos have varying creative commons licenses and cover topics like space, nature, technology, and more. Attribution is provided for each photo along with links back to the original source.
Tutoring & Mentoring - Effective Support for Staff NTU Feb 2017Kerry Gough
The document provides contact information for Dr Kerry Gough, who works at Nottingham Trent University. It lists her email address as kerry.gough@ntu.ac.uk. The document gives Dr Gough's name and email address as the only pieces of information.
This document discusses the development of collaborative and cross-disciplinary opportunities for students to learn from risk-taking and failure. It describes a project between art and design faculty to design collaborative curriculum that enables students to work outside their subject areas. Student and staff feedback revealed openness to experimental learning but concerns about impacting grades. A "Failure Slam" pilot event allowed cross-school collaborations in areas like app development, filmmaking and textiles. Next steps involve building collaborative modules into the curriculum structure based on design thinking workshops with faculty.
This document contains 4 photos shared under Creative Commons licenses from Flickr. The photos depict various outdoor scenes and were created by different photographers to be shared freely online under certain conditions specified by their Creative Commons licenses.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Your personal tutor what you can expect 2014Kerry Gough
Personal tutors are allocated to assist students and provide support. They will meet with students initially and be available weekly to discuss any difficulties. Tutors can help students create action plans, apply for extenuating circumstances, mark assignments, and discuss professional development. Students can expect sympathy, help getting back on track, and referrals to other support services. Attendance is monitored and important for success, and assessments have regulations around failures and resits. Students experiencing difficulties should see their tutor for assistance.
This document contains a collection of 10 photos from various photographers. The photos are from Flickr and Unsplash and are available for use under various Creative Commons licenses that allow for sharing and remixing with attribution. The photos cover a variety of subjects and were likely gathered to illustrate a presentation or article.
This document contains 4 photos from various photographers licensed under Creative Commons. The photos depict nature scenes including landscapes, trees, and mountains. They appear to have been selected for their aesthetic appeal and to represent natural outdoor settings.
The document contains 10 photos from various photographers licensed under Creative Commons. The photos depict a variety of subjects including landscapes, people, and architecture. Attribution is provided for each photo along with a link to the photographer's profile on platforms like Unsplash and Flickr.
Learning & Teaching Development Group 2019 20Kerry Gough
The document is a collection of photos from various photographers made available through Creative Commons licenses on platforms like Unsplash and Flickr. The photos cover a range of subjects and were all shared freely under Creative Commons licenses for reuse.
School of Art & Design Learning & Teaching Strategy 2018-20Kerry Gough
This document contains a collection of photos from various photographers. The photos are from Flickr and Unsplash and are available for use under Creative Commons licenses which allow for sharing and reuse with attribution. Credits are provided for each photo with links back to the original works on Flickr and Unsplash.
The document is a collection of 12 photos from various sources such as Unsplash and Flickr. The photos have varying creative commons licenses, with some having no known copyright restrictions. The photos come from different photographers and were all created using the Haiku Deck platform.
School Curriculum Design Sprint Challenge 9 Jan 2019Kerry Gough
The document outlines a curriculum design sprint challenge for a School of Art & Design to develop a collaborative curriculum. The objectives are to design a curriculum that places design thinking and collaboration at the center, enhances craft/making traditions, and prepares students for the future needs of the creative industries. Participants will work in cross-curriculum groups on two design briefs to develop an innovative collaborative curriculum offer. This will include a one-day community experience in year 1, a five-day shared learning experience in year 2, and integrated collaborative learning outcomes in year 3. The timeline aims to have new offers approved by October 2019.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. Retracting pipeline of students . Removal of Art & Design subjects from primary
& tertiary education . Vanishing BTEC entry routes . Art & Design education
decimation . Creative industries skills deficit . Expectation of HE providers to
plug the gap . Erosion of traditional routes into Art & Design careers.
THE CONTEXT
BUT…………………………………………………………………………………………………………………………....
‘The UK creative industries are admired the world over. They shape its reputation abroad and
power its economic growth at home. Their success is no accident and their future
can be no gamble.’ Creative Industries Council, 2016: 8
This turbulent socio-political landscape of potential-brexit Britain, where the cultural and economic
importance of an art and design education is revered as a ‘vital component of the UK’s creative landscape’
(Garcia et. al., 2018: 48) is built upon an education system that seems intent upon its very destruction.
HOWEVER……………………………………………………………………………………………......
@drkerrygough
6. School & college
experiences
offer reduced
opportunities for
research, critical analysis
& hypothesis testing
Result in risk-averse,
conformist students,
lacking criticality
9. Revisioning the School of Art & Design
Learning & Teaching Enhancement Strategy
knowledge, skills and attributes that will enable our
students to succeed within both known
and unknown future careers
hands-on, practical learning opportunities
that are active and applied in nature
personalised learning experiences that will
enhance their future employability
Our commitment by 2020
we will create collaborative learning opportunities
within the curriculum that aid in cross-course
community development and the creation of
broad cross-discipline networks of practice
FOR ALL STUDENTS
10. Homage, n.
‘A work of art or entertainment which incorporates elements of style or content
characteristic of another work, artist, or genre, as a means of paying affectionate
tribute. Also: an instance of such tribute within a work of art or entertainment.’
(Oxford English Dictionary, 2019)
Unit X, Manchester School of Art
Manchester Metropolitan University
Jess Power, Innovation Creative Exchange
Huddersfield University
Wehit the conferencenetwork, hard!
11. Unit X, Manchester School of Art
Manchester Metropolitan University
Jess Power, Innovation Creative Exchange
Huddersfield University
‘work across disciplinary boundaries
to explore collaboration and work in
association with regional, national
and international partners’ X, 2019
Wicked Solutions . 7hr . 24 hr Challenge
‘innovative, sustainable exciting
developments – cross discipline
boundaries’ Power, 2018
Homage, n.
15. THE FAILURE SLAM: NTU TILT SPUR SOTL Funded Research
Enabling collaborative working
Develop risk-taking skills
Experience of failure for learning
No pre-requisites
High impact, low risk
No pressure!
16. The NTU School of Art & Design Hall of Fame, … no, literally!
Awe-inspiring +
inspirational
Scary
+ Intimidating
17. .
Failure Slam: THE STUDENT VOICE
We want more
collaborative activity
Only if it doesn’t impact
our results
BUT………..……………………………………………………
18. Failure Slam: THE STAFF VOICE
We want more collaborative
opportunities & a responsive
curriculum
+
We don’t have enough space in
the curriculum
+
Our structures make it
impossible!
And don’t forget about
the facilities!
AND don’t forget about
timetabling!!!
39. Working in Cross-Curriculum Groups
Integration with technical support & administrators
Turning our Shared Vision into Collective Action
Mobilising Whole School Curriculum Redesign
40. Collaborative Curriculum Design Sprint: Shared Principles
School collaborative offer for all students, of all courses and years
Fulfils the future needs of the Creative Industries
Places design thinking at the centre of the curriculum
Enhances strong making tradition
Tackles global and societal challenges
Develop cross-cutting School themes, appropriate to all courses and future needs of students
Constructed to facilitate creativity, risk taking and failure as part of the student learning experience
Flexible framework for current / new courses to enable collaboration and choice
41. You are the curriculum architects...
6 School Executive Planning Days
3 Whole School Staff Development Days
24 Collective Design Workshops
17 Curriculum Design Sprints
8 Pilot Projects
17 undergraduate courses validated
1 massive timetabling project
5000+ students
1 Production Pack to Rule Them All
42. You are the curriculum architects...
Working in Cross-Curriculum Groups
Innovative Offers for New & Major Course Revisions
Collective Design of Collaborative Experiences
Development of Shared Optional Modules
Supported through
Curriculum Design Sprints
43. You are the curriculum architects...
Cross Collaboration Across Four Distinct Subject Disciplines:
Fashion Management, Marketing & Communication
Fashion, Textiles & Knitwear Design
Visual Arts
Visual Communication
ALL OFF TIMETABLE AT THE SAME TIME
48. Approval Commendations…
“The commitment, passion and hard work from all staff during the Curriculum
2020 journey has come to fruition with an excellent set of outcomes for the
School. Staff were inspiring, articulate and engaging in the presentation of
courses and panels consistently commended the School wide realisation of its
commitment to collaborative working, risk-taking, optionality and taking
innovative and bold steps in the re-development and design of
the new curriculum.”
School commendation for
approach to risk-taking & innovation
49. CoLab: Research Exploration & Risk-Taking
Co-Lab offers an opportunity for cross-discipline collaboration to occur across our School, College,
Industries and/or strategic partners*. This module challenges you to think beyond the norm. You will be
encouraged to work outside of your usual frames of reference and to move beyond your comfort zone. You
can expect to engage in new conversations as you explore disruptive learning opportunities through
participation in unfamiliar creative places and spaces. You will make new discoveries through playful
experiments as you embrace new opportunities with unpredictable outcomes.
This module encourages risk-taking, experimentation and learning from failure through engagement with
identified projects and/or themes*. The work of the module prioritises the learning process over the
creation of a product or outcome.
You will be encouraged to push at the boundaries of what is possible as the module develops
opportunities for you to create and innovate whilst working with others outside of your course. You will be
exposed to new ways of thinking and working, through the creation of innovative solutions to the
challenges that you are presented with.
*as relevant
50. THE MOTIF PROJECT PILOT: Bonington Gallery, Opening Fri 29 November 2019
Interactive events and workshops focusing upon new trend tools to change approaches in the use of brand,
design, motif, and image. Collaboration with industry, students & research toolkits for shared learning
51. Pilot to learn lessons in timetabling, team mobilisation & facility
57. CoLab: Research Exploration & Risk-Taking
Co-Lab offers an opportunity for cross-discipline collaboration to occur across our School, College,
Industries and/or strategic partners*. This module challenges you to think beyond the norm. You will be
encouraged to work outside of your usual frames of reference and to move beyond your comfort zone. You
can expect to engage in new conversations as you explore disruptive learning opportunities through
participation in unfamiliar creative places and spaces. You will make new discoveries through playful
experiments as you embrace new opportunities with unpredictable outcomes.
This module encourages risk-taking, experimentation and learning from failure through engagement with
identified projects and/or themes*. The work of the module prioritises the learning process over the
creation of a product or outcome.
You will be encouraged to push at the boundaries of what is possible as the module develops
opportunities for you to create and innovate whilst working with others outside of your course. You will be
exposed to new ways of thinking and working, through the creation of innovative solutions to the
challenges that you are presented with.
*as relevant
58. Creativity&Risk-Taking intheCollaborative Curriculum
Weareactively looking forcollaborators
Noagenda other thancollective collaborative institutional learning
Rethinking theArtSchool toInfluence theFuture
School of Art and Design
Dr Kerry Gough
Learning & Teaching Manager
kerry.gough@ntu.ac.uk
@drkerrygough