Understanding practitioner's emotive responses to technology in practice based learning

Adams, Anne (2008). Understanding practitioner's emotive responses to technology in practice based learning. In: Austerlitz, Noam ed. Unspoken Interactions: Exploring the Unspoken Dimension of Learning and Teaching in Creative Subjects. London: Centre for Learning and Teaching in Design (CLTAD), University of the Arts.

Abstract

This anthology brings together the results of a collaborative research process whereby researchers, tutors and support staff in the University of the Arts London reflected on that question and contrasted it with their own experiences of higher education. The result is an assembly of unique papers exploring various aspects of learning, which until recently have been disregarded.

The varied selection of papers includes conceptual papers, research papers, tutors' investigations of educational practice and some more practical papers suggesting ways to support students on their way to becoming competent artists and designers. Chapters cover issues such students' emotional experiences, student-tutor interactions and peer interactions. The anthology aims first and foremost to be thought provoking and to provide the reader with an opportunity to rethink educational practices and their impacts.

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