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Rethinking design: from the methodology of innovation to the object of design
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Enacting equality: rethinking emancipation and adult education with Jacque Rancière
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Keeping going in austere times: the declining spaces for adult widening participation in Higher Education in England
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Self-construction and social transformation: Lifelong, lifewide and life-deep learning
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018
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Self-construction and social transformation: lifelong, lifewide and life-deep learning
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018
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Self-construction and social transformation: Lifelong, lifewide and life-deep learning
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A tentative return to experience in researching learning at work
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Democracy, emancipation and widening participation in the UK: changing the ‘distribution of the sensible’
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2017
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Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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The multiple reals of workplace learning
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2014
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Everyday learning in a public sector workplace: the embodiment of managerial discourses
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Assessment talk in design: the multiple purposes of assessment in HE
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Learning to assess in higher education: a collaborative exploration of the interplay of "formal" and "informal" learning in the academic workplace
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Intersections: the utility of an "assessment for learning" discourse for design educators
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Abstract:
This paper explores the productiveness of the intersecting knowledge domains of Teaching and Learning and Design. More specifically it examines the utility of an ‘Assessment for Learning’ (AfL) framework developed by researchers at the Centre for Excellence in Teaching and Learning (CETL) at Northumbria University for articulating the curriculum design, delivery and assessment strategies employed in ‘the Global Studio’ – a design module conducted at a UK university. Using a case study methodology with the aim of compiling rich, practice-based knowledge (Denzin and Lincoln 2005), we draw on data gathered throughout the development and delivery of ‘the Global Studio’ in order to undertake our analysis. We suggest that many Assessment for Learning elements were implicitly embedded in this module. We propose that Assessment for Learning may provide a useful conceptual frame for exploring pedagogical practices and student learning experiences more generally in the design studio.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/6597/ https://doi.org/10.1386/adch.8.2.123/1
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Structure and play: rethinking regulation in the higher education sector
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Boundary crossing: negotiating learning outcomes in industry based student projects
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