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04 OCTOBER 2014

Commonplace objects used to engage learners in design thinking

"In this studio paper students will be introduced to creative and analytical thinking skills, idea generation and visualisation common to art and design practice. They will begin to acquire specific techniques, skills and processes in art–making across different media. They will learn to discuss and evaluate their work and the work of their peers."

[First year students undertaking coursework as part of the Studio I (Art Lab) paper at Massey University College of Creative Arts in Wellington, Aotearoa New Zealand]

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CONTRIBUTOR

Simon Perkins
14 NOVEMBER 2010

Next-gen PhDs fail to find Web 2.0's 'on-switch'

"It is counter–intuitive in the extreme, but young researchers are failing to make use of so–called 'emergent technology', such as Web 2.0 tools, to support their work.

A three–year study by the British Library, Researchers of Tomorrow, is tracking the research behaviour of doctoral students born between 1982 and 1994 – dubbed 'Generation Y'. ...

Interim results, released to Times Higher Education, show that only a small proportion of those surveyed are using technology such as virtual–research environments, social bookmarking, data and text mining, wikis, blogs and RSS–feed alerts in their work. This contrasts with the fact that many respondents professed to finding technological tools valuable."

(Times Higher Education, 5 November 2009)

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TAGS

2009blogBritish Librarycollaborative workingdata mining • doctoral students • e-Research • emergent technology • Generation Y • Google IncGoogle Scholarhigher education • Joanna Newman • journal articleslibraryPhDresearch • research behaviour • research tools • Researchers of Tomorrow • RSSsocial bookmarkingstudentstext miningTHETimes Higher Education • virtual-research environments • Web 2.0 • Web 2.0 tools • wiki • young researchers

CONTRIBUTOR

Simon Perkins
30 MAY 2010

Enabling entrepreneurial organisational culture within art and design

"Gibbs, Knapper and Piccinin (2009) describe a perceived shift of organisational culture over time from, collegial to bureaucratic to corporate and finally to a fourth entrepreneurial culture characterised 'by a focus on competence and an orientation to the outside world, involving continuous learning in a turbulent context. The management style involves devolved and dispersed leadership. Decisionmaking is flexible and emphasises accountable, professional expertise. Students are seen as partners.' (p. 6). UCA is considering whether an entrepreneurial culture is most suited to its ambitions for increased internal and external collaboration and if so the associated consequences for the working relationships between leaders and academics, and the degree of academic autonomy.

If universities were to accept a need to change their cultures and become more entrepreneurial, then it is possible that this might lead to confusion amongst staff as they experience aspects of different types of culture. Gibbs, Knapper and Piccinin (2009) note that this model of four organisational cultures is oversimplified and that is possible for 'individuals to hold conflicting perceptions of the organisational culture at the same time' (p. 6). Nevertheless, the model does seem to be useful in helping to reflect on the type of culture that might be desirable for a university offering art and design subjects."

(Paul Coyle, 2010)

Coyle, P. (2010). 'Crossing Boundaries – Creative Spaces'. Cumulus, International Association of Universities and Colleges of Art, Design and Media. Genk, Belgium.

TAGS

2010 • Association of University Administrators • AUA • boundary • Christopher Knapper • collaborationcollaborative working • Creative Arts Leadership and Management • creative industriesCumulus Associationdisciplines • entrepreneurial culture • Graham Gibbshigher educationindependent decision-makingindividual initiativeinnovationleadershipmanagementmultidisciplinarynexusorganisational culture • organisational models • partnership • Paul Coyle • public value • Sergio Piccinin • teachingUCAUKUniversity for the Creative Arts • values-driven leadership

CONTRIBUTOR

Simon Perkins
08 NOVEMBER 2009

Artefacts for understanding: a research methodology

"To understand users needs and desires we are using a variety of research and development methods from cooperative design, CSCW (computer supported cooperative work), industrial design and ethnography. Some of the methods used are cultural probes (Gaver, B. & Pacenti, E. 1999), workshops (Westerlund et al, 2003), technology probes (Hutchinson, H. et al, 2002), observation and interviews.

The cultural probe method is an open–ended self–documentation activity that in our case involved taking photos and video as well as writing diaries. These would hopefully reveal more of the individuals' preferences, desires, context and needs. This would be done much with the users' own categorizations.

Technology probes were invented to collect information of how users would use, to them a not known shared communication artefact. The technology probes are based on well–known technology, they should be easy to use and open–ended. Technology probes combines the social science goal of collecting data about the technology use in a real–world setting, the engineering goal of field–testing technology and the design goal of inspiring users and designers.

The workshops themselves included several methods, like brainstorming, building scenarios, video–prototyping, low–tech prototyping, etc (interLiving, 2003). Instead of general descriptions that are reduced and without detail, we focus on actual descriptions of real situations that make sense to the family members. These descriptions should cover the whole context of the situation. We encouraged the group to think of communication situations that would have been problematic. From that they made scenarios, both written and drawn, but most importantly stage it and videotape it. Through videotaped scenario iterations they refined their design ideas."

(Sinna Lindquist & Bosse Westerlund, KTH, Stockholm, Sweden)

Lindquist, S. & B. Westerlund (2004). "Artefacts for understanding", Working Papers in Art and Design Vol 3 Retrieved from URL http://www.herts.ac.uk/artdes/research/papers/wpades/vol3/bwfull.html ISSN 1466–4917

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CONTRIBUTOR

Simon Perkins
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