Critical perspectives on TEL: art and design education, theory, communities and space

Sclater, Madeleine Fiona; Lally, Vic

doi:10.1080/10494820.2015.1128210

Cited by 5 publications

(6 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This required the research team to develop mutual understandings of each member’s disciplinary area and their specific contribution to the project and how these areas could be most effectively developed and realised to support the creative, interdisciplinary synergy that we would later develop as a research team. In total, the project produced many interdisciplinary journal articles (Devlin et al, 2013, 2015; Lally and Sclater, 2012, 2013; Lally et al, 2012; Sclater and Lally, 2013, 2014, 2016c) arising directly from the empirical data. As the project was complex and multifaceted, each article focused on a blend of themes.…”

Section: A Tel Interdisciplinary Project – Inter-lifementioning

confidence: 99%

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

Sclater

Lally

2018

Research in Comparative and International Education

Self Cite

View full text Add to dashboard Cite

The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers ‘dual invisibility’. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural–historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study.

show abstract

Section: A Tel Interdisciplinary Project – Inter-lifementioning

confidence: 99%

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

Sclater

Lally

2018

Research in Comparative and International Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…, ; Lally & Sclater , , 2013b; Lally et al . ; Sclater & Lally , 2013b, ) have led me to question how educators, learners and others involved in the support of learning are currently enabled, through engaging in TEL, to connect their formal learning with wider issues of human concern. In this article I am particularly concerned with connections to issues of socio‐ecological sustainability.…”

Section: Key Questionsmentioning

confidence: 99%

Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio‐Ecological Sustainability in Art and Design Higher Education

Sclater¹

2016

Int J Art Design Ed

Self Cite

View full text Add to dashboard Cite

This article uses published research to explore how Technology Enhanced Learning (TEL) can help to sustain learning communities to engage in creative exploration and open investigation. It then draws on this research to ask: how could we use TEL to support pedagogies of socio‐ecological sustainability in the Art and Design education community? Three interrelated themes are explored: learning communities – in developing shared values and supporting investigations around issues of concern; learning spaces – in supporting these communities and their dialogue; and theory – to illustrate and provide language to understand the values, activities and goals of participants. Theory may help us to link the impact of these community activities, supported by TEL, to global issues. This article attempts to initiate an exploration of the fundamental elements required to create pedagogies of socio‐ecological sustainability within Art and Design higher education.

show abstract

“…My recent research (Sclater, 2016; Sclater and Lally, 2016) has highlighted the need for novel and creative ways to mediate interdisciplinary communications and to support collaborative working. With co-workers, I have also shown that creative practices can offer a powerful language for such collaborative communication, mediated by technology (Lally and Sclater, 2012, 2013; Sclater and Lally, 2013, 2014).…”

Section: Introductionmentioning

confidence: 99%

Sustainability and learning: Aesthetic and creative responses in a digital culture

Sclater

2018

Research in Comparative and International Education

Self Cite

View full text Add to dashboard Cite

The research presented in this article strives to answer the question: how do we educate for sustainability? I have provided evidence that arts-based educational research methods and major cultural resources provide very rich learning experiences that extend across disciplinary boundaries and can be crafted into pedagogical practices that help orientate learners of all levels to issues of sustainability. The article addresses the challenge of developing pedagogies for socio-ecological sustainability across disciplines in higher education. I present three kinds of conceptual resources in support of this project: theoretical influences that provide a range of lenses through which I can focus on my research concerns and pedagogical developments; methodological innovations – the use of the Dérive combined with a narrative record; and real-world aesthetic resources derived from gallery visits, an architectural exploration and interactive, scientific visits to major botanical gardens in Europe. I also briefly outline the importance of research resources derived from my own interdisciplinary work in virtual worlds - technology enhanced learning (TEL). These resources have led to a fusion of ideas from my own empirical research and personal experiences and observations in the real world. The most significant outcome of my Dérive experiences is a reminder of the power of aesthetic and emotional responses in learning activities. The blending of digital and analogue conceptual resources has synergised my thinking about pedagogies of sustainability, and increased my understanding of the importance of engagement with the real world, the role of emotion in learning and the power of experiential learning. I argue that personal and collective responses to artwork can act synergistically, and that community learning and individual learning are linked in informal settings, as evidenced by the Dérives presented in this article.

show abstract

Critical perspectives on TEL: art and design education, theory, communities and space

Cited by 5 publications

References 28 publications

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

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

Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio‐Ecological Sustainability in Art and Design Higher Education

Sustainability and learning: Aesthetic and creative responses in a digital culture

Contact Info

Product

Resources

About