Special Issue: Technologies, Learning and Culture Across Disciplines: International perspectives
- Submitting institution
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Glasgow School of Art
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 7449
- Type
- B - Edited book
- DOI
-
-
- Publisher
- Sage Publishing
- ISBN
- 0000000000
- Open access status
- Out of scope for open access requirements
- Month of publication
- March
- Year of publication
- 2018
- URL
-
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- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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1
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This special issue builds on a 15-year programme of interdisciplinary research that identifies international concerns around learning technologies and pedagogies with a particular focus on Art and Design education. The interdisciplinary mix of methodologies included: art-based methods, policy analysis, quasi-experimental work, and theoretical studies. Researchers used disciplinary perspectives pertaining to: Art and Design Education, Engineering, Mathematics, and Education with frameworks including participatory work and collaborative action research.
The nature of ‘learning spaces’ is an emergent theme encompassing: learning design, software and infrastructural elements contributing to the affordances of the ‘space’. A further insight was the ability of the Internet to be a conduit for interaction and the development of large-scale designs, including Massive Open Online Courses (MOOCs). The ubiquity of Technology-Enhanced Learning (TEL) within educational programmes has led to norms – without pedagogical or research foundations - with TEL requiring infrastructure to support the complex components that make up the systems for learning. Pedagogy and subject disciplines feature at a ‘lower’ level pertaining to themes of sustainability, inequality, and employment across political contexts from Europe to Asia, Africa, and Australasia. The need for critical approaches to technology in learning to embed socio-ecological sustainability within education and pedagogy is now evident.
Sclater had executive involvement in planning, commissioning, defining the scope, aims, and research objectives, editing, and publishing decisions. She was involved in choice of contributors and managing reviewing and assumed major responsibility for academic and research goals.
- Author contribution statement
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- Non-English
- No
- English abstract
- -
