Creative challenge-based Learning
- Submitting institution
-
Staffordshire University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- Lists 13
- Type
- T - Other
- DOI
-
-
- Location
- Higher Education Academy, York; Conference Centre, Birmingham; Wolverhampton School of Art; Manchester Conference Centre; Manchester School of Art, University of Manchester; Liverpool John Moores University; Renold Building, Manchester
- Brief description of type
- A collection of a book chapter, journal publication and conference proceedings that address different aspects of a single project and are collectively greater than the sum of their parts.
- Open access status
- -
- Month
- -
- Year
- 2018
- URL
-
https://eprints.staffs.ac.uk/lists/13/
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
-
0
- Research group(s)
-
A - The C3 Centre: Creative Industries and Creative Communities
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- Yes
- Additional information
- This submission contains three elements.
The primary component is a book chapter (2018) that deploys original primary analysis of data gathered over a project spanning 6 years. This analysis presents a case-study of the Innovation and Creative Exchange (ICE). ICE uses the concept of challenge-led learning to enable Undergraduate (UG) students to co-create knowledge and form knowledge communities/exchanges, which then leads to the development of skills and attributes associated with employability, enterprise and entrepreneurship. This chapter presents a methodological blueprint for experiential learning in practice; the blueprint sets out how educators can apply employing interdisciplinary wicked challenge-led learning opportunities as part of the Higher Education (HE) UG experience. This research demonstrates the value and impact of learning-by-doing and learning through reflection-on-doing, which it presents as the key elements of experiential learning in practice. The book chapter is supported by a journal publication of the case study (2016) and recognition from the HEA in a practice-based publication of sector nest practice (2014). The submission is completed by a selection of conference proceedings and publications which show the dissemination of the impact from this practice-based research.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -