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.

Photo: Paul Clark, section from glazes

Learning outcomes and assessment criteria in art and design. What’s the recurring problem?

Feature

This paper is a critical reflection on the development of learning outcomes in art and design. It builds on a Learning and Teaching Support Network (LTSN) - funded project from 2003 that sought to provide support for colleagues seeking to make sense of the then new quality agenda. It seeks to identify recurrent issues and make a number of recommendations for further development.

Allan Davies, Independent Consultant



Brick paving: photo sourced from morgueFile.com

Stories & Streams: overcoming the student as consumer mindset through peer-to-peer learning

Case study

Stories & Streams’ is a case study in delivering student-led, problem-based and peer-to-peer media education. The case study focuses on an experimental teaching and learning programme in which two groups of students, working towards different learning outcomes, negotiate their learning in a common problem space. This structure was proposed as a way of addressing issues of motivation and enga...

Jon Hickman and Paul Bradshaw, Birmingham City University and Jennifer Jones, University of the West of Scotland



Fig 1.Digital drawing âliveâ demonstration in Adobe Photoshop using Wacom Tablet

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



Section of screen shot from University College Falmouth Student work. Image supplied by Jean Whitehead

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