The Editors of Visual tools for developing student capacity for cross-disciplinary collaboration, innovation and entrepreneurship, Selena Griffith, Kate Carruthers and Martin Bliemel in the sixth book of eight in the Curated Series: Transformative Pedagogies in the Visual Domain, explore through twenty-two chapters and four sections, how visual tools and artefacts have been utilised historically across a range of disciplines and speculate about the possibilities for the future.Innovation and entrepreneurship are key threads throughout this book. Excellent examples of case studies are provided in which students engage in cross-disciplinary collaboration using visual tools and visualising techniques. As technology enables greater collaboration, students need to be skilled in working across disciplines and, across cultures. Visual tools and visualising techniques can act as a workable communication mode in a multicultural and multidiscipline global environment where work and "learning will be increasingly borderless" (Australian International Education, 2025.The book also teases out the idea of sense-making as a skill important to students engaged in the social dynamics of collaboration, co-designing and co-learning. Sensemaking is the relationship between different types of information or data (as experienced in working in a multi-disciplined group) and the different "… frames that can be used to interpret, makes sense of, or explain, these data" (Baber, et al. 2016). Therefore, how does a student make sense of the large amounts of information that are now digitally available to them and how can visual tools assist in reflecting upon and drawing reasonable and informed conclusions in a group situation that requires some consensus? This book gives examples through case studies of how this might be achieved and how this can transform student learning.Case studies are used in this book to illuminate best practice and to focus a lens on the multifaceted nature of learning. Here collaboration is promoted as a imperative methodological approach to foster interaction and team-building skills that as is demonstrated, can led to innovative far reaching outcomes that move beyond the traditional notion of learning. Learning in this context is enhanced when there is the opportunity to work in multi-disciplinary teams using visual tools to provide a vehicle for transcending 'cultural linguistic and disciplinary barriers'. This can be achieved through instigating an integrated multi-disciplinary practice within student teamwork where learning outcomes are achieved through utilising and valuing each learner's strengths. It is an educationally sound practice as Laurillard (1993) argues, to facilitate "mediated learning allowing students to acquire knowledge of someone else's way of experiencing the world" (p. 29). It is argued that pooling skills, knowledge and experiences in a collaborative, supportive and open-ended learning xxiii CHAPTE R 1
In preparing programmes and curriculum to develop the designers of the future, educators are continually reminded of the ever-changing world of professional practice. Increasing levels of project complexity, technology uptake, cross-disciplinary and cross-cultural practice are providing many opportunities for design educators to develop innovations in the way we design and deliver education experiences. In considering the future of Design Education and how students might be prepared for professional practice, the papers in this track explore a range of ideas, from encouraging student engagement, and identifying new professional roles, to proposing frameworks for educators, and provocations for re-thinking learning and teaching designs. Innovation is a common theme in a context of rapid change. We begin with Where have all the ideas gone? An anatomy of sketch inhibition among student designers. In this paper, Lisa Thurlow and Peter Ford reflect upon the importance of traditional skills development alongside digital processes. They advocate a greater awareness of digital and manual tools and design-specific research types.
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