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.
|Title of host publication||Unknown Host Publication|
|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||Centre for Higher Education Practice “Festival of Innovative Practice” June 17th 2010|
|Period||17/06/10 → …|
Bibliographical noteReference text: References
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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/
- Student Interaction
- experimental drawing
- cross disciplinary
- student engagement
- student experience
- student retention