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Parallel Sessions - presentations

Parallel Session 1


Ackermann presentation 1st page

PlusPad: real-time, online, mobile & peer-based assessment

Max Ackermann
Design Subject Leader, Central Saint Martins College of Art & Design

Max Ackermann, lecturer and director of design/development studio Ludopoli, demonstrated PlusPad, an innovative learning/assessment/record-keeping tool, which blurs the boundaries between assessing and learning by utilising engaging, non-text-based feedback interfaces. Using multiple laptops/tablets/mobiles, assessment is transformed into a non-linear, real-time, peer-based activity – offering many new learning opportunities.

At PlusPad's core is a flexible group creation system, e.g. allowing for targeted announcements. Every student has a profile, complete with a portfolio space where staff and peers can give informal feedback and advice.

PlusPad is a 'living system', continuously developed, and its modular design can fit any course's specific requirements.

 

Art for a Few slide 1

Art for a Few: Admissions Practices in Art and Design

Jackie McManus
Head of Widening Participation Programmes, University of the Arts London

This presentation drew on a research project on admissions practices across five higher education institutions. The research involved analysis of policy texts on admissions, interviews and observations. The framing context for the research is widening participation policy and practice, and more specifically policy debates about the development of fair and transparent admissions practices.
 

 

Parallel Session 2


Wareing presentation slide 1

In praise of reification – institutional change and the other side of Wenger’s social learning equation

Dr Shân Wareing
Dean in Learning and Teaching Development, University of the Arts London

Handout
Like many providers of art and design higher education, UAL has been concerned about student comments suggesting that assessment is sometimes perceived by students to be biased, subjective and not sufficiently developmental.  UAL is also aware of the logistical burden that marking and providing adequate feedback can place on staff.  UAL has been engaged in a three-year change programme to develop and implement marking criteria and feedback forms across the University for all undergraduate and taught postgraduate courses.  Whereas current scholarship around assessment focuses on accentuating the tacit, socially and locally constructed understanding of criteria, UAL has attempted to make marking criteria both more explicit and more general, with interesting results.

 

 Kill presentation slide 1

Practice, Research, Language

Rebekka Kill
Senior Lecturer in Creativity, Enterprise and Engagement, Leeds Metropolitan University

This session was premised upon the notion that being a creative practitioner is different. The creative practitioner functions differently and thinks differently in the context of the university and in the context of research.
 
Very much like the debate around curriculum in Art and Design disciplines the issue of the relationship between writing and making in practice PhDs is fore fronted. The rationale for the need to support practice as research with a written text, and the purpose of this text, is particularly complex within the university. The discussions on equivalence and protocols have been raging at the level of discipline for almost two decades.
 
It seems almost impossible that PhDs in practice get completed and that academics make practice, but they do. How?

 

Parallel Session 3

 

 Assessment in the studio 1st slide

Assessment in the studio

Hilaire Graham
Dean Learning and Teaching, University for the Creative Arts


This session looked at how we frame assessment in the studio - and the implicit judgements that we make. It introduces the concept of 'initial assessment' and suggests that assessment in the studio begins on the first day of a studio unit and ends with the summative assessment task. It suggested that assessment in the studio is a continuous process that is not always made evident to the students; and requires staff to be more explicit about making assessment more transparent - that is, establishing when the assessment criteria do actually kick in.

 

 

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