(…) The problems of the 21st Century are inherently complex and require the creative contributions of multiple stakeholders to solve them.… Therefore, new approaches that account for the complexity of human interaction and collaboration need to be developed to better … Continue reading →

Section 3 / Strategies for teaching collaborative practice  A range of fundamental skills is commonly recognised by colleagues in survey:  Observation: seeing / listening / watching / touching:Observation in non-literal sense too, ability to observe the strategies od student’s collaborative … Continue reading →

Thematic AnalysisPoorly demarcated, widely used Should be seen as foundational method for qualitative analysis and the first one to be learned.This article argues that Thematic Analysis shouldn’t be seen as a process within other methods, but a method in its own right. One … Continue reading →

Summary + Notes on co-creating learning and teachingImportant bits + my notes are in bold  Key benefits: Enhanced engagement, motivation and learning Enhanced meta-cognitive awareness and a stronger sense of identity  Enhanced teaching and classroom experiences  Enhanced student-staff relationships  Metacognitive … Continue reading →

Today’s tutorial summary + thoughts My research question needs to be redefined: – Is it about evaluating the project itself? (No) Then:‘How do you evaluate collaborative projects?’– Is it on collaborative practice itself (Yes) Then:Given students experience of a collaborative project, what does this experience contribute … Continue reading →

Notes / Takeaways on ‘The Tools at Hand‘ After reading this article, I wonder if choosing ‘questionnaire’ as one of my research methods is appropriate to my research project. Although the article focuses on the pretesting as an integral part … Continue reading →

BEFORE:  My main thoughts circled around: Timeframe: how do construct an experience that fits exactly the time frame I have?My sessions are usually not timed very well and rather open ended and I wanted to create this time that just fits … Continue reading →

The reflection game: enacting the penitent self was a very intriguing read, because it touches upon something that I’m personally interested in – the entanglement of the economic structure with live in, with our personal selves. The article discusses a certain … Continue reading →

Notes on ‘How do art and design technicians conceive of their role in higher education?’ by Clare Sams published in Spark Journal. It’s interesting to read other technicians’ opinions on their roles. This article just demonstrates how many different responsibilities … Continue reading →

It is well known that learning outcomes are influenced profoundly by personal interactions between teachers and students. As Oakeshott’s view of dramatic friendship suggests, these relatings are central to conveying the intellectual and emotional resources with which late-modern students need … Continue reading →