Interdisciplinarity and technology-enhanced learning: Reflections from art and design and educational perspectives

Sclater, Madeleine Fiona; Lally, Vic

doi:10.1177/1745499918768111

Cited by 17 publications

(12 citation statements)

References 65 publications

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“…CHAT provided us with a conceptual framework with which to visualise the relationships between the various themes and elements arising from the data (Nardi 2002). We acknowledge that applying CHAT is difficult because of the complexity of its conceptual structure (Sclater & Lally 2018). However it enabled us to focus on the various means by which students and educators are able to enact the realisation of their learning, mediated by tools and artefacts in the social and cultural settings in which they are situated.…”

Section: Methods and Methodologymentioning

confidence: 99%

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Marshalsey¹,

Sclater²

2020

Int J Art Design Ed

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It would seem that technological campuses of tomorrow have manifested in 2020 as an essential spontaneous response to a world event. This article examines the current crisis in physical art and design studio learning in higher education as a consequence of the COVID‐19 outbreak and the sector’s response to the fast‐track conversion of blended learning to a distributed model. Universities are focusing on virtual community building where group work, ‘crits’ and presentations are being carried out online. Moving assessment and engagement to online formats has consequences for practice‐based art and design courses: distributed learning changes how we teach and learn. This article discusses the implications of art and design studio education in a time of distributed learning. It considers the loss of control over a physically based, practical curriculum and the repercussions for students unable to perform to the depth and rigour required for creative art and design practice. Studio education is considered a signature pedagogy, and has a distinct set of guiding principles such as facilitating critical play, thinking and making, and a pedagogy of ambiguity. This article examines the successes and challenges of moving these pedagogical principles into distributed spaces to support student engagement, using Cultural Historical Activity Theory (CHAT) as a research framework. The article also examines pedagogical strategies that support students to engage in physical forms of creative practice that enable them to connect their lived experience in a time of crisis.

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Section: Methods and Methodologymentioning

confidence: 99%

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Marshalsey¹,

Sclater²

2020

Int J Art Design Ed

Self Cite

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“…orpe and Manzini [12] analyzed the matching error of the binocular system. Sclater and Lally [13] analyzed the resolution error of the CCD array. e calibration error and position error between the two cameras can be reduced by improving the experimental system, but they cannot be eliminated.…”

Section: Related Workmentioning

confidence: 99%

Art Online Design Based on Digital Simulation Technology

Gao

2021

Advances in Multimedia

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In order to improve the humanization and convenience of online art design, this paper applies digital simulation technology to the art online design system and establishes a set of sequential multi-free-form surface design methods. Based on the obtained front free-form surfaces, this paper establishes the relationship between the discrete points on the subsequent free-form surfaces and their spatial solid angles and, through extremely complex theoretical deduction, finally obtains the subsequent free-form surfaces. In addition, by combining the two free-form surfaces to enter the 3D modeling software, we can obtain an optical lens with multiple free-form surfaces to improve the digital simulation effect. Finally, this paper uses the intelligent system constructed in this paper to conduct multiple sets of simulation experiments to evaluate the digital effect and artistic design effect of the system constructed in this paper. From the experimental research, it can be known that the art online design system based on digital simulation technology constructed in this paper basically meets the expected goals of the system constructed in this paper.

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“…Sclater and Lally (2018b) explain how their interdisciplinary research collaborations, and the weaving together of previous work, helped them to develop novel implementations of TEL learning spaces and methodological approaches to researching and understanding them. Early work on learning spaces in Art and Design Education by Sclater (2007) provided extensive evidence that visual and creative processes, and effective learning, can occur in geographically remote individuals, working collaboratively through the Internet, using a learning (textual and image based) design/space that is structured to support activity and collaboration.…”

Section: Learning Spaces: An Expansive Concept In the Technologies–lementioning

confidence: 99%

Technologies, learning and culture: Some emerging themes

Lally

Sclater

Brown

2018

Research in Comparative and International Education

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This paper reflects on some of the themes emerging from a consideration of recent research at the nexus of technologies, learning and culture. The authors comment on the expansive nature of the concept of learning spaces in papers featuring an investigation of technology enhanced learning (TEL) and communication design studios in the UK and Australia, the use of interdisciplinary research collaborations to develop novel implementations of TEL learning spaces, and the challenges of developing an e-university in Malawi. They also examine a comparative study focused on classroom-based learning spaces augmented by computer-based assessment technologies, and the role of TEL both within and in response to protests at universities in South Africa. Massive open online courses are then considered as distinctive educational designs that may offer diverse student experiences, either formal or informal. The next emerging theme considers the sources of tension and richness arising from the widely divergent values that can be embedded in TEL. This is followed by consideration of infrastructural issues and the technologies–learning–culture nexus, followed by the use of theory in TEL work, leading to interdisciplinary theory-informed TEL projects that may be beneficial in the wider project of reimagining higher education for work and study. Finally, the paper examines the theme of mobile TEL and the hegemonic issues surrounding the building of sustainable and authentic foundations for learning with mobiles in the globalised South. The theme points to the methodologically challenging and problematic aspects of this hegemonic analysis and considers how the arguments may be further developed.

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Interdisciplinarity and technology-enhanced learning: Reflections from art and design and educational perspectives

Cited by 17 publications

References 65 publications

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Art Online Design Based on Digital Simulation Technology

Technologies, learning and culture: Some emerging themes

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