Drawing Unlimited

Christine Blaney

Drawing Unlimited

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The project was designed to encourage and develop student interaction via drawing activities, alongside their peers, those from other disciplines and from other year groups. The project focus was on student interaction and experiential learning (Kolb and Fry,1975). The drawing workshops were designed to accommodate and challenge the participants’ learning styles using a variety of teaching and learning methods. The workshops encouraged cross pollination of ideas and drawing methods between Design for Visual Communication (Viscom) students (input from all year groups) and Foundation Art and Design students.

Original language	English
Title of host publication	Unknown Host Publication
Publisher	Ulster University
Number of pages	12
Publication status	Published (in print/issue) - 17 Jun 2010
Event	Centre for Higher Education Practice “Festival of Innovative Practice” June 17th 2010 - UU, Coleraine Campus Duration: 17 Jun 2010 → …

Conference

Conference	Centre for Higher Education Practice “Festival of Innovative Practice” June 17th 2010
Period	17/06/10 → …

Bibliographical note

Reference text: References

Ahlfeldta, S., Mehtab, S., & Sellnowb, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, 24, 1, 5-20.

Anderson, G., & Boud, D. (1996). Extending the role of peer learning university courses. Research and Development in Higher Education, 19, 15-19.

Coffield F., Moseley D., Hall E., & Ecclestone K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. Learning and Skills Research Centre, (p1). www.LSRC.ac.uk, http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Cohen E. G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, Vol. 64, No. 1, p30)

Dunn R., & Griggs S. A. (2000). Practical approaches to using learning styles in higher education. CA, Greenwood Press.

Hammersley, M., & Traianou, A. (2007). Ethics and Educational Research. London: TLRP. Online at http://www.bera.ac.uk/ethics-and-educational-research/

Keywords

Student Interaction
collaboration
drawing
experimental drawing
cross disciplinary
student engagement
student experience
student retention

Cite this

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title = "Drawing Unlimited",

abstract = "The project was designed to encourage and develop student interaction via drawing activities, alongside their peers, those from other disciplines and from other year groups. The project focus was on student interaction and experiential learning (Kolb and Fry,1975). The drawing workshops were designed to accommodate and challenge the participants{\textquoteright} learning styles using a variety of teaching and learning methods. The workshops encouraged cross pollination of ideas and drawing methods between Design for Visual Communication (Viscom) students (input from all year groups) and Foundation Art and Design students.",

keywords = "Student Interaction, collaboration, drawing, experimental drawing, cross disciplinary, student engagement, student experience, student retention",

author = "Christine Blaney",

note = "Reference text: References Ahlfeldta, S., Mehtab, S., & Sellnowb, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, 24, 1, 5-20. Anderson, G., & Boud, D. (1996). Extending the role of peer learning university courses. Research and Development in Higher Education, 19, 15-19. Coffield F., Moseley D., Hall E., & Ecclestone K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. Learning and Skills Research Centre, (p1). www.LSRC.ac.uk, http://www.hull.ac.uk/php/edskas/learning%20styles.pdf Cohen E. G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, Vol. 64, No. 1, p30) Dunn R., & Griggs S. A. (2000). Practical approaches to using learning styles in higher education. CA, Greenwood Press. Hammersley, M., & Traianou, A. (2007). Ethics and Educational Research. London: TLRP. Online at http://www.bera.ac.uk/ethics-and-educational-research/; Centre for Higher Education Practice “Festival of Innovative Practice” June 17th 2010 ; Conference date: 17-06-2010",

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language = "English",

booktitle = "Unknown Host Publication",

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PY - 2010/6/17

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N2 - The project was designed to encourage and develop student interaction via drawing activities, alongside their peers, those from other disciplines and from other year groups. The project focus was on student interaction and experiential learning (Kolb and Fry,1975). The drawing workshops were designed to accommodate and challenge the participants’ learning styles using a variety of teaching and learning methods. The workshops encouraged cross pollination of ideas and drawing methods between Design for Visual Communication (Viscom) students (input from all year groups) and Foundation Art and Design students.

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KW - cross disciplinary

KW - student engagement

KW - student experience

KW - student retention

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M3 - Conference contribution

BT - Unknown Host Publication

PB - Ulster University

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ER -

Drawing Unlimited

Abstract

Conference

Bibliographical note

Keywords

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