Link to Issue 18
Networks
Networks was established in 2007 by the Art Design Media Higher Education Academy Subject Centre, based at the University of Brighton and funded by the UK higher education funding councils. Networks is an online publication written by, and distributed free of charge amongst, colleagues involved in higher education teaching and learning in art, design and media subjects.Networks aims to:
- Support a network of colleagues involved in higher education in art, design and media subjects;
- Help share knowledge between colleagues working in UK art, design and media higher education;
- Promote and share effective practice in learning and teaching.
Readers tell us that the news, features, case studies, projects and reviews impact on their teaching practice in positive ways. Many contributors use Networks to share their research with a broad audience where it can have genuine impact.
Networks has been published quarterly with contributions from colleagues working in UK-based art, design and media HE. Issue 18 is the last published in the current form but watch this space for future developments.
Editors' choice
A selection of articles from our latest issue.
Themes of drawing and digital context: student engagement with theory and practice using the tool of the integrated learning portfolio
Case study
This article presents a reflective visual narrative documenting the learning encounters of BA (Hons) Surface Design undergraduates using the Integrated Learning Portfolio (ILP) tool in Year one. Theoretical themes of drawing, digital drawing design practice, and visual design research experientially blended the physical and the virtual learning tools, environments and collaborative culture thro...
Rowan Bailey, Andrew Taylor and Linda Lewis, University of Huddersfield
The Art Group Crit. How do you make a Firing Squad Less Scary?
Feature
The relationship between achievement and feedback and the fact that effective feedback improves achievement is well documented (Taylor and McCormack, 2004; Hattie, 2007). This is especially true of written feedback. However in art and design education feedback will take place in an often emotionally charged face-to-face meeting where verbal criticism, both negative and positive, takes place in...
Peter Day, University of Wolverhampton
Towards globalising: peer communication of creative practices
Feature
Developed from a practical strand of recent PhD research (‘Design Leads’), this article outlines a series of drawing activities that offer a way into peer exchange and articulation of creative practices. While activities transfer to various teaching and learning contexts, this article centres on international students preparing for postgraduate studies and calls on tutor and student commentary ...
Harriet Edwards, Royal College of Art
Work Informed Learning - the design student perspective
Case study
With the current upheaval in the Higher Education sector through a loss of government funding and increased fees, graduate destinations, and particularly employability are high on the agenda. Prospective students are rightly asking questions about their future employability, as well as the career history of the course they are considering joining.
As a response to these concerns a pilot sc...
Jean Whitehead, University College Falmouth
Themes of drawing and digital context: student engagement with theory and practice using the tool of the integrated learning portfolio
Case study
This article presents a reflective visual narrative documenting the learning encounters of BA (Hons) Surface Design undergraduates using the Integrated Learning Portfolio (ILP) tool in Year one. Theoretical themes of drawing, digital drawing design practice, and visual design research experientially blended the physical and the virtual learning tools, environments and collaborative culture thro...
Rowan Bailey, Andrew Taylor and Linda Lewis, University of Huddersfield
The Art Group Crit. How do you make a Firing Squad Less Scary?
Feature
The relationship between achievement and feedback and the fact that effective feedback improves achievement is well documented (Taylor and McCormack, 2004; Hattie, 2007). This is especially true of written feedback. However in art and design education feedback will take place in an often emotionally charged face-to-face meeting where verbal criticism, both negative and positive, takes place in...
Peter Day, University of Wolverhampton
Towards globalising: peer communication of creative practices
Feature
Developed from a practical strand of recent PhD research (‘Design Leads’), this article outlines a series of drawing activities that offer a way into peer exchange and articulation of creative practices. While activities transfer to various teaching and learning contexts, this article centres on international students preparing for postgraduate studies and calls on tutor and student commentary ...
Harriet Edwards, Royal College of Art
Work Informed Learning - the design student perspective
Case study
With the current upheaval in the Higher Education sector through a loss of government funding and increased fees, graduate destinations, and particularly employability are high on the agenda. Prospective students are rightly asking questions about their future employability, as well as the career history of the course they are considering joining. As a response to these concerns a pilot sc...
