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Which clippings match 'Holistic Approach' keyword pg.1 of 1
12 JULY 2015

Assessment Careers: enhancing learning pathways

"Assessment is often viewed as a series of one-off events. This means that learners do not always benefit from feedback, they lack a sense of progress and self-reliance is not encouraged. This project will reconceptualise assessment from the perspective of an assessment career and use this to transform our institution's assessment processes. Like a working career, an assessment career develops through a series of related events that join up to give a coherent and progressive pathway that is self-directed."

(Gwyneth Hughes, Research Portal, Institute of Education, University of London)

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CONTRIBUTOR

Simon Perkins
27 MARCH 2015

Is Universal Design a Critical Theory?

"Universal design is a term that was first used in the United States by Ron Mace (1985) although forms of it were quite prevalent in Europe long before. For the purpose of this chapter Universal Design is defined as 'the design of all products and environments to be usable by people of all ages and abilities to the greatest extent possible (Story, 2001, p.10.3). Universal design in recent years has assumed growing importance as a new paradigm that aims at a holistic approach ranging in scale from product design (Balaram, 2001) to architecture (Mace, 1985), and urban design (Steinfield, 2001) on one hand and systems of media (Goldberg, 2001) and information technology (Brewer, 2001) on the other.

Given the popularity, Universal design still remains largely atheoretical i..e. the researchers of Universal design do not explicitly affiliate themselves to any form of theoretical paradigm. One of the reason is perhaps because Universal design is a melting point between cross paradigms. By paradigms I mean basic orientations to theory and research (Newman, 1997, p.62). In this sense Universal design can come under functionalist paradigm (because it caters to utility), pragmatic (because it is instrumental in nature), positivistic (because it strives for universal principles), normative (because it prescribes certain rules) and critical theorist paradigms (because it gives voice to the oppressed).

Conventionally the word universal is synonymous to general and refers to a set of principles that are stable, timeless and value free. In this sense universal design could be interpreted as deriving from a positivist paradigm. However, given its history and perspective, and with the universal design examples I provide, I will demonstrate several instances where the universals do change, are time bound and value laden. In this sense I argue that Universal design follows a critical theory paradigm in its conception and knowledge generation. By conception I mean how universal design came into being as a body of concepts and by knowledge generation I mean how the concepts pervade and are shared by the community of researchers."

(Newton D'Souza, 2004)

D’souza, N.: 2004, Chapter 1: "Is Universal Design a Critical Theory?" Keates, S., Clarkson, J., Langdon, P., Robinson, P. (eds.) Designing a more Inclusive World. Springer - Verlog, pp: 3-10, 5th University of Cambridge, UK.

TAGS

2004 • all abilities • atheoretical • basic orientations to theory and research • critical theory • cross paradigms • defined rules • designing for usability • Edward Steinfeld • functional purpose • functional utility • functionalist paradigmholistic approachinclusive design • instrumental in nature • Judy Brewer • Larry Goldberg • Molly Story • Newton DSouza • normativepositivism • positivist paradigm • positivistic • pragmatic considerationsproduct design • Ron Mace • Singanapalli Balaram • theoretical context • theoretical paradigm • universal accessuniversal designuniversal principlesusable

CONTRIBUTOR

Simon Perkins
03 DECEMBER 2012

Ericsson: the future of learning in a networked society

"We are on the brink of an extraordinary revolution that will change our world forever. In this new world everyone, everything and everywhere will be connected in real time. We call this the Networked Society, and it will fundamentally change the way we innovate, collaborate, produce, govern and sustain. When one person connects their life changes. With everything connected our world changes."

(Ericsson Limited, 2012)

Fig.1 Published on YouTube 19 October 2012 by Ericsson

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TAGS

2012connected learningcontinuous developmentCoursera (provider)creative entrepreneurseducation reformeducation technology • educational ecosystem • Ericsson Ltd • formalised education • future of learning • future schools • holistic approach • how we learn • individual needsindividualised learningintelligenceknowledge and skillsknowledge constructionlearning ecosystemlifelong learning • mass individualisation • mass production of knowledge • MOOCs • networked devices • networked societyonline learningparticipate and contributepersonal developmentpersonalisation • rethinking education • rote learning • skills and knowledge • standardised testingstudent experience • the way we learn • ways of thinking

CONTRIBUTOR

David Reid
25 JULY 2012

dOCUMENTA (13)

"dOCUMENTA (13) is dedicated to artistic research and forms of imagination that explore commitment, matter, things, embodiment, and active living in connection with, yet not subordinated to, theory. These are terrains where politics are inseparable from a sensual, energetic, and worldly alliance between current research in various scientific and artistic fields and other knowledges, both ancient and contemporary. dOCUMENTA (13) is driven by a holistic and non–logocentric vision that is skeptical of the persisting belief in economic growth. This vision is shared with, and recognizes, the shapes and practices of knowing of all the animate and inanimate makers of the world, including people. (C. Christov–Bakargiev)"

(dOCUMENTA)

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TAGS

2012 • ancient knowledges • animate makers of the world • artistic fields • artistic practiceartistic researcharts festival • Carolyn Christov-Bakargiev • conjecturecontemporary artcontemporary art exhibitionscontemporary art symposia • contemporary knowledges • crisis of empiricismcritical theory • current artistic research • current scientific research • divergent conceptsdOCUMENTA (festival)economic growthenvisioningexperimental knowledgeGermanyholistic approach • holistic vision • inanimate makers of the world • Kassel • knowledges • lateral thinkinglogocentricmedia artmetaphorical representationmodern art • non-logocentric vision • not yet subordinated to theory • scientific and artistic fields • scientific field • shapes and practices • speculative designspeculative science

CONTRIBUTOR

Simon Perkins
29 OCTOBER 2010

Integrative Education: education proceeds from the interests of students rather than from disciplined subject matter

"As early as 1918, Kilpatrick elaborated a 'project method,' in which education proceeded from the interests of students rather than from disciplined subject matter. In the 1930s, thirty schools participated in a long–term experiment with integrative education called the 'Eight–Year Study.' Although this study documented the benefits of integrative education, the study had little impact on the traditional structure of education (Daniel L. Kain 1993). In spite of its shortcomings, the practice of breaking down instruction into separate academic disciplines has seldom been challenged.

While integrative education is not new, current supporters offer proof of its wisdom by pointing to recent research that indicates information is most securely encoded and best retrieved by the brain when it can be connected to a web of meaning. Jane Roland Martin (1995) argues that integrative education allows curricula to educate through the experiences of diverse races, genders, and classes, thus creating a place of significance for each child."

(Dean Walker, ERIC Digest 101 January 1995)

TAGS

19181930s • curricula • curriculum • Daniel L. Kain • educationeducation reform • Eight-Year Study • experience • fused curriculum • holistic approachinformation in contextintegrated curriculum • integrated learning systems • integration • integrative education • interdisciplinaryinterdisciplinary approacheslearningpedagogy • post disciplinary • post-disciplineproject methodsensemakingsocial construction of knowledgestudent-centredteachingteaching methodsways of thinking • web of meaning • William H. Kilpatrick

CONTRIBUTOR

Simon Perkins
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