Subject benchmark statement
Art and design
QAA 238 03/08
PDF version
Contents
* Preface
* Joint foreword
* Introduction
* Defining principles
* Nature and extent of art and design
* Subject knowledge and understanding, attributes and skills: typical standard of achievement
* Teaching, learning and assessment
* Benchmark standards: threshold level of achievement
* Appendix A: Consultation groups
* Appendix B: Membership of the review group for the subject benchmark statement for art and design
* Appendix C: Membership of the original benchmarking group for art and design
Preface
Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualifications at a given level in terms of the attributes and capabilities that those possessing qualifications should have demonstrated.
CSALT
What is CSALT?
CSALT is the Centre for Studies in Advanced Learning Technology. Established in 1992 the Centre for Studies in Advanced Learning Technology (CSALT) at Lancaster University is one of Europe's leading academic research groups in the field of technology enhanced learning (TEL) applied to adult education and training. The Centre carries out basic and applied research with an emphasis on the development of theory that can be used in real settings. Its members are also closely involved in the education and professional development of workers in the e-learning industry, and in consultancy.
Our research has a strong focus on adult education especially in higher education and industrial contexts. Our interest is not in the technology per se, but in the social, psychological and organisational issues which are thrown into sharp relief during the design and introduction of new technology-enhanced learning environments. CSALT:
* is focused on research into networked learning and the design of advanced learning technology(ALT),
* is made up of staff with expertise in eg, online tutoring, computer supported collaborative learning, cognitive psychology, design of learning technology and simulation based training,
* runs an innovative Doctoral distance learning programme on the design and use of technology enhanced learning
* develops course designs that support e-groups and communities,
* is based in the RAE grade 5 Department of Educational Research at Lancaster University, UK.
This site reflects primarily the interests of CSALT in the Department of Educational Research. Other members of the university wide CSALT are part of the Department of Management Learning, in particular the Networked Management Learning research group and the Learning Technology Group.
welcome to the ADM-HEA website
Supporting and developing learning and teaching in art, design, media, history of art and the history of design in higher education
This page is designed to help you write appropriate learning outcomes when developing and revising your modules and programmes, and when devising assessment tasks. It explains:
* what learning outcomes are
*
the learning outcomes process
*
the benefits of using learning outcomes
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how to use learning outcomes at programme level
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how to use learning outcomes at module level
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how to write learning outcomes
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how to link outcomes to assessment
What is Constructive Alignment?
Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher education. It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment.
There are two parts to constructive alignment:
* Students construct meaning from what they do to learn.
* The teacher aligns the planned learning activities with the learning outcomes.
The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent.
Omnium - Online Creative and Education Communities\n\nOmnium is a research group of artists, designers, programmers, writers and academics who work collaboratively (and from different countries) to explore the potential the Internet allows for what we term - online collaborative creativity (OCC). Our activities are split into four main areas:
Today, I am presenting at the 10th Annual NJ Best Practices Showcase on using blogging as a reflective process for my students. You can view the presentation on my Slideshare page. NJEDge.Net and the host school, the College of St. Elizabeth, are also recording the presentations and hoping to post them to the new NJVid site. In this post, I want to go into a bit more detail than I can do in my presentation about reflective practice itself.
Though I reference the book The Reflective Practitioner: How Professionals Think in Action by Donald Schön, what I am discussing does not appear in his book since blogging did not even exist in 1995 when the book was published. He was an MIT social scientist and consultant, and in that book he examines five professions (engineering, architecture, management, psychotherapy, town planning). The book is very much about how professionals go about solving problems.
He introduced reflective practice as a continuous process that involves the learner considering critical incidents in his or her life's experiences. The concept immediately gained traction in teacher education, and also health professions and architectural design. For a teacher-in-training and active in the field, the process of studying his or her own teaching methods and determining what works best for the students is essential. I think it is important that all students (practitioners-in-training) also consider their own experiences in applying knowledge to practice, especially while being "coached" by professionals (instructors,mentors) in their discipline.
Education is my focus here, but all three disciplines also make use of portfolios of a kind. If you use portfolios (paper, electronic or objects), you are probably already using reflection as a part of that practice.
Purpose of the Experience\n\nInnovation continues to occur on the internet at an extremely lively\npace. What was once the realm of email, FTP, Gopher, and the Web is\nbarely recognizable a mere 10 years later. Keeping up with the speed of\ninnovation and maintaining a familiarity with the most recent tools and\ncapabilities is handy in some professions and absolutely critical in\nothers. This course is designed to help you understand and effectively\nuse a variety of "web 2.0″ technologies including blogs, RSS, wikis,\nsocial bookmarking tools, photo sharing tools, mapping tools, audio and\nvideo podcasts, and screencasts.
An Incomplete Manifesto for Growth
Written in 1998, the Incomplete Manifesto is an articulation of statements exemplifying Bruce Mau's beliefs, strategies and motivations. Collectively, they are how we approach every project.
Engaged Learning: Enabling Self-Authorship and Effective Practice
David C. Hodge, Marcia B. Baxter Magolda, and Carolyn A. Haynes
There is now broad consensus that higher education must extend beyond content-based
knowledge to encompass intellectual and practical skills, personal and social
responsibility, and integrative learning. The college learning outcomes needed for
success in 21
st
century life include critical thinking, a coherent sense of self, intercultural
maturity, civic engagement, and the capacity for mutual relationships. Yet, research
suggests that college students are struggling to achieve these outcomes in part because
skills needed to succeed in college are not those needed to succeed upon graduation.
One reason for this gap is that these college learning outcomes require complex
developmental capacities or "self-authorship" that higher education is not currently
designed to promote.
Assessment Standards Manifesto
In November 2007, ASKe hosted 'Designing assessment in the 21st Century' an assessment colloquium looking at the current state of assessment and ways in which practice might be improved in response to conclusions put forward by the Burgess Report.
Watch Margaret Price, ASKe Director giving a presentation on the Manifesto.
The event brought together the ASKe International Advisory Group (a group of seven world-class experts on assessment) and
About FFFFOUND!
FFFFOUND! is a web service that not only allows the users to post and share their favorite images found on the web, but also dynamically recommends each user's tastes and interests for an inspirational image-bookmarking experience!!
Alverno's Eight Abilities
Communication
Make connections that create meaning between yourself and your audience. Learn to speak, read, write and listen effectively, using graphics, electronic media, computers and quantified data.
Analysis
Think clearly and critically. Fuse experience, reason and training into considered judgment.
Problem Solving
Define problems and their causes, and use a range of abilities and resources to reach decisions, make recommendations, or carry out plans.
Valuing
Recognize different value systems while holding strongly to your own ethic. Recognize the moral dimensions of your decisions and accept responsibility for the consequences of your actions.
Social Interaction
Know how to get things done in committees, task forces, team projects and other group efforts. Elicit the views of others and help reach conclusions.
Developing a Global Perspective
Act with an understanding of and respect for the economic, social and biological interdependence of global life.
Effective Citizenship
Be involved and responsible in the community. Act with an informed awareness of contemporary issues and their historical contexts. Develop leadership abilities.
Aesthetic Engagement
Engage with various forms of art and in artistic processes. Take and defend positions regarding the meaning and value of artistic expressions in the contexts from which they emerge.
Constructive alignment
Constructive alignment of learning outcomes to assessment methods
The following resources are available:
Overview paper
Professor Mike Osborne, University of Stirling and Workshop Director
Report on the event and areas for future development and enhancement
Professor Mike Osborne
Keynote address: Aligning assessment with long-term learning needs
Professor David Boud, University of Technology, Sydney, Australia
Powerpoint slides | PDF version
Case study 1: Assessment on the TQFE program- a case study of constructive alignment
Dr Iddo Oberski, University of Stirling
Powerpoint slides | PDF version
Draft paper - Word version | PDF version
Keynote address: Developing aligned courses
Sue Drew, Sheffield Hallam University
Powerpoint slides | PDF version
Draft paper - Word version | PDF version
'Constructive alignment' starts with the notion that the learner constructs his or her own learning through relevant learning activities. The teacher's job is to create a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that all components in the teaching system - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are aligned to each other. All are tuned to learning activities addressed in the desired learning outcomes. The learner finds it difficult to escape without learning appropriately.