Today's global society creates an environment characterised by complex problems, solutions to which require transcendence of traditional discipline-based boundaries, and new forms of knowledge-sharing. Higher education (HE) has a central role in interdisciplinary knowledge creation and dissemination, reinforced by funding councils, professional bodies and government policy. That notwithstanding, there is currently no recognised best-practice approach to interdisciplinary working in UK HE institutes. The aim of this paper is to develop a best-practice model to facilitate interdisciplinarity within the UK HE sector, focusing on teaching and learning (T&L) and the student learning experience. Based on the results of an exploratory and empirical enquiry a HE Interdisciplinary Model of best-practice (HIM) is proposed. HIM is informed by the development of four themes and six ensuing enablers from a synthesis of perceived barriers, possible facilitators and potential solutions to interdisciplinarity within UK HE. However, further research is necessary to validate the proposed model.

Purpose -The aim of this paper was to explore the use of objective fabric parameters in 3-D virtual garment simulation. Design Method -Two methods (FAST and Browzwear's fabric testing kit) of obtaining objective fabric measurements and the derived parameters for virtual garment simulation were studied. Three parameters (extension, shear and bend) were investigated to establish if the selected virtual software derived comparable parameters from the objective fabric measurements. Findings -It was found that the conversion from the objective fabric measurement data to the required parameters for virtual simulation varied significantly. Manual analysis of the objective measurements showed the two test methods to be comparable for extension and shear parameters; However, some adjustment to the test method was required. The third parameter to be investigated (bending rigidity) concluded that the test methods and results obtained from the two different apparatus were not comparable and recommended further experimentation using a different testing technique. Research limitations/implications -Future research should be conduct on a larger variety of fabrics ensuring comparable loads are used in the testing of the extensibility parameters. An expansion of this preliminary study should give more conclusive evidence of the trends observed. Originality -Objective measurement of extension, shear and bend properties were investigated in relation to the derived parameters for a selected virtual simulation package. An understanding of such parameters will aid the general industry in adapting 3D virtual garment simulation as part of the standard product development process, resulting in a significantly shorter product development cycle.

This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive handling of the process by trained professionals. This study is based on a comprehensive VLE content analysis conducted across two academic schools within the creative arts at one Post-92 higher education (HE) institution. It was found that four main barriers affect the use of the VLE within creative arts: lack of flexibility in relation to navigation and interface, time in developing resources, competency level of tutors (confidence in developing online resources balanced against other flexible open resources) and factors affecting the engagement of 'digital residents'. The experimental approach adopted in this study involved a partnership between the learning technology advisor and academic staff, which resulted in a VLE best-practice model that focused directly on improving aesthetics and navigation. The approach adopted in this study allowed a purposive sample of academic staff to engage as participants, stepping back cognitively from their routine practices in relation to their use of the VLE and questioning approaches to how they embed the VLE to support teaching and learning. The model presented in this paper identified a potential solution to overcome the challenges of integrating the VLE within creative arts. The findings of this study demonstrate positive impact on staff and student experience and provide a sustainable model of good practice for the redesign of the VLE within creative disciplines.Keywords: virtual learning environment; digital literacy; aesthetics; staff development; participatory approach Introduction This paper presents a best-practice model for redesigning the virtual learning environment (VLE) within creative arts to augment blended learning. This work was presented at the Association for Learning Technology Conference 2015 (ALT-C) and was positively received. The audience at ALT-C 2015 resonated with the perceived barriers in the use of VLE that were derived within this study: difficulty in navigation, concerns regarding integration with the physical teaching and, finally, the visual appearance.*Corresponding author. Email: v.kannara@hud.ac.uk Responsible Editor: Peter Reed, University of Liverpool Online, United Kingdom. Vol. 24, 2016 Research in Learning Technology 2016. # 2016 J. Power and V. Kannara. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and r...

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The aim of this work is to advance the teaching and learning of practical based subjects in the Higher Education (HE) sector. Part of the study involved the development of a model that enhanced the teaching and learning of textiles within large groups of clothing design learners. This paper begins by reviewing current literature regarding adult learning. The middle section discusses the