No abstract

No abstract

This paper discusses the need for an aU-encompassing methodology for determining the level of accessibility of web resources, and the requirement that the results of such a procedure are as meaningful as possible to developers. It is argued that current accessibility evaluation methods are unsatisfactory in the scope and presentation of their results. An alternative meta-method of accessibility assessment is then described.

This article presents the findings of a cross‐disciplinary project between BA (Hons) Interior Design, Creative Multimedia and Film and Media Studies at a large Metropolitan University in the North of England. The collaboration was part of Unit X, a faculty‐wide credit‐bearing initiative to enable better collaboration across art and design courses. The project explored cross‐disciplinary approaches to problem‐solving and generating designed outputs using a ‘vertical studio’ model. The outcomes for the students were to create a number of media/arts/design‐based interventions, responding to real clients (festival organisers, local bar and café owners) and real client briefs. The constructivist approach to pedagogy allowed students the opportunity to develop their practice skills within communities of practice to help explore, develop, support and form their creative identities. The aim was to facilitate a supported environment to allow knowledge creation to take place through group tasks, reflection and the challenges of working and negotiating roles as professionals.

No abstract