Creative exchange : An evolving model of multidisplinary collaboration
- Fleischmann, Katja, Hutchison, Clive
- Authors: Fleischmann, Katja , Hutchison, Clive
- Date: 2012
- Type: Text , Journal article
- Relation: Journal of Learning Design Vol. 5, no. 1 (2012), p. 23-31
- Full Text:
- Reviewed:
- Description: Often the traditional creative arts curriculum does not sufficiently respond to, nor reflect, contemporary work practice. Multidisciplinary teams are now increasingly the norm in creative arts practice especially when driven by technological innovation. Drawing on contemporary research that centres on the benefits of multidisciplinary collaboration, Creative Exchange is a direct attempt to implement multidisciplinary practice within a tertiary learning environment. Outcomes aim to prepare students for dynamic engagement with the challenges and possibilities of their future workplace in the creative arts industries. After the initial planning stages and based on recent research findings, the scope of Creative Exchange has broadened from collaborative engagement within the creative arts to a broader rationale that includes noncreative arts' disciplines e.g. Information Technology, Business and Journalism. In order to develop a sustainable solution this approach was formalised in the POOL MODEL framework (Fleischmann, 2008a, 2008b, 2010) within which Creative Exchange saw its first implementation in 2009 in the School of Creative Arts at James Cook University.
- Description: Often the traditional creative arts curriculum does not sufficiently respond to, nor reflect, contemporary work practice. Multidisciplinary teams are now increasingly the norm in creative arts practice especially when driven by technological innovation. Drawing on contemporary research that centres on the benefits of multidisciplinary collaboration, Creative Exchange is a direct attempt to implement multidisciplinary practice within a tertiary learning environment. Outcomes aim to prepare students for dynamic engagement with the challenges and possibilities of their future workplace in the creative arts industries. After the initial planning stages and based on recent research findings, the scope of Creative Exchange has broadened from collaborative engagement within the creative arts to a broader rationale that includes noncreative arts' disciplines e.g. Information Technology, Business and Journalism. In order to develop a sustainable solution this approach was formalised in the POOL MODEL framework (Fleischmann, 2008a, 2008b, 2010) within which Creative Exchange saw its first implementation in 2009 in the School of Creative Arts at James Cook University. [
- Authors: Fleischmann, Katja , Hutchison, Clive
- Date: 2012
- Type: Text , Journal article
- Relation: Journal of Learning Design Vol. 5, no. 1 (2012), p. 23-31
- Full Text:
- Reviewed:
- Description: Often the traditional creative arts curriculum does not sufficiently respond to, nor reflect, contemporary work practice. Multidisciplinary teams are now increasingly the norm in creative arts practice especially when driven by technological innovation. Drawing on contemporary research that centres on the benefits of multidisciplinary collaboration, Creative Exchange is a direct attempt to implement multidisciplinary practice within a tertiary learning environment. Outcomes aim to prepare students for dynamic engagement with the challenges and possibilities of their future workplace in the creative arts industries. After the initial planning stages and based on recent research findings, the scope of Creative Exchange has broadened from collaborative engagement within the creative arts to a broader rationale that includes noncreative arts' disciplines e.g. Information Technology, Business and Journalism. In order to develop a sustainable solution this approach was formalised in the POOL MODEL framework (Fleischmann, 2008a, 2008b, 2010) within which Creative Exchange saw its first implementation in 2009 in the School of Creative Arts at James Cook University.
- Description: Often the traditional creative arts curriculum does not sufficiently respond to, nor reflect, contemporary work practice. Multidisciplinary teams are now increasingly the norm in creative arts practice especially when driven by technological innovation. Drawing on contemporary research that centres on the benefits of multidisciplinary collaboration, Creative Exchange is a direct attempt to implement multidisciplinary practice within a tertiary learning environment. Outcomes aim to prepare students for dynamic engagement with the challenges and possibilities of their future workplace in the creative arts industries. After the initial planning stages and based on recent research findings, the scope of Creative Exchange has broadened from collaborative engagement within the creative arts to a broader rationale that includes noncreative arts' disciplines e.g. Information Technology, Business and Journalism. In order to develop a sustainable solution this approach was formalised in the POOL MODEL framework (Fleischmann, 2008a, 2008b, 2010) within which Creative Exchange saw its first implementation in 2009 in the School of Creative Arts at James Cook University. [
Building STEM in schools : an Australian cross-case analysis
- Falloon, Garry, Stevenson, Michael, Beswick, Kim, Fraser, Sharon, Geiger, Vincent
- Authors: Falloon, Garry , Stevenson, Michael , Beswick, Kim , Fraser, Sharon , Geiger, Vincent
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Technology Vol. 24, no. 4 (2021), p. 110-122
- Full Text:
- Reviewed:
- Description: The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the
- Authors: Falloon, Garry , Stevenson, Michael , Beswick, Kim , Fraser, Sharon , Geiger, Vincent
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Technology Vol. 24, no. 4 (2021), p. 110-122
- Full Text:
- Reviewed:
- Description: The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the
- «
- ‹
- 1
- ›
- »