Kathryn S Coleman
I am a collector, a curator and a placemaker. I take these aspects into my a/r/tographer self and use these traits to consider how we use site to create place as artist teachers. My current praxis explores the intertwined and woven aspects of a career in the visual arts as artist, researcher and teacher. My a/r/t work seeks to create new conversations with the seminal thinkers of art education, creativity and ePortfolios to create new discourse for contemporary art education. As an artist/research/teacher much of my work is self exploration and is based upon making art as a researcher-teacher, researching as an artist-teacher and teaching as an artist- researcher.
Art education is my living inquiry. I am Art Education Vice-President, on the AAEEBL Board of Directors and Creativity Series Editor for Common Ground Publishing.
Find me on twitter @kateycoleman
Art education is my living inquiry. I am Art Education Vice-President, on the AAEEBL Board of Directors and Creativity Series Editor for Common Ground Publishing.
Find me on twitter @kateycoleman
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The value of this collection is not only the specific content of each study but also the willingness of all contributors to share their outstanding practice in ways that others may replicate within their own future teaching experiences. The mandala designed for the cover of this collection is by Australian artist Belinda Allen, who depicts this cyclic metacognitive action as a metaphor for reflection practice and critical reflection. The authors hope this collection provides the reader with the motivation to develop self-efficacy not only within their students, but also within themselves and their learning communities.
The editors, Kathryn Coleman and Adele Flood, have gathered writers from across disciplines who employ reflective practice strategies in their teaching. Academics and teachers provide readers not only with a variety of approaches but they also interweave theory with examples of learning opportunities, as well as personal and/or collaborative activities that can be adapted to any learning space.
Each contribution reveals how the role of an educator is not only to focus on their own responsibilities in terms of content and methodology, but also to enable students to focus upon what they need to do to understand the discipline they will enter as a professional later in life.
In this multi-disciplinary book we find committed academics who not only teach within their discipline, but are also able to relate the pedagogy and learning of their discipline to the broader context of being part a wider learning community.
Book: Electronic (PDF File; 8.517MB). Book: Print (Paperback). Published by The Learner, Champaign, Illinois.
This arose from a direction from the UNSW Vice Chancellor, Professor Frederick Hilmer that Faculties should consider ways to make assessment practices more effective and efficient: academic workloads needed to become more manageable while at the same time student assessment had to become more attuned with real world needs.
One way in which Learning and Teaching Unit (LTU) has responded is to conduct two Fora every year; each one targeting a particular focus on assessment practice. In 2011 the Forum held in September focused on Assessment: Feedback and Beyond. It more specifically focused on the impact of feedback on students learning; ways of improving feedback in assessment; technologies and assessment strategies that can help us improve learning; and, identified areas for improvement, development and change in our assessment practice.
This forum included a call for papers in an effort to draw upon the knowledge, experience and expertise of our colleagues to begin the dialogue both within and beyond UNSW around issues, challenges and approaches as learning.
"
The value of this collection is not only the specific content of each study but also the willingness of all contributors to share their outstanding practice in ways that others may replicate within their own future teaching experiences. The mandala designed for the cover of this collection is by Australian artist Belinda Allen, who depicts this cyclic metacognitive action as a metaphor for reflection practice and critical reflection. The authors hope this collection provides the reader with the motivation to develop self-efficacy not only within their students, but also within themselves and their learning communities.
The editors, Kathryn Coleman and Adele Flood, have gathered writers from across disciplines who employ reflective practice strategies in their teaching. Academics and teachers provide readers not only with a variety of approaches but they also interweave theory with examples of learning opportunities, as well as personal and/or collaborative activities that can be adapted to any learning space.
Each contribution reveals how the role of an educator is not only to focus on their own responsibilities in terms of content and methodology, but also to enable students to focus upon what they need to do to understand the discipline they will enter as a professional later in life.
In this multi-disciplinary book we find committed academics who not only teach within their discipline, but are also able to relate the pedagogy and learning of their discipline to the broader context of being part a wider learning community.
Book: Electronic (PDF File; 8.517MB). Book: Print (Paperback). Published by The Learner, Champaign, Illinois.
This arose from a direction from the UNSW Vice Chancellor, Professor Frederick Hilmer that Faculties should consider ways to make assessment practices more effective and efficient: academic workloads needed to become more manageable while at the same time student assessment had to become more attuned with real world needs.
One way in which Learning and Teaching Unit (LTU) has responded is to conduct two Fora every year; each one targeting a particular focus on assessment practice. In 2011 the Forum held in September focused on Assessment: Feedback and Beyond. It more specifically focused on the impact of feedback on students learning; ways of improving feedback in assessment; technologies and assessment strategies that can help us improve learning; and, identified areas for improvement, development and change in our assessment practice.
This forum included a call for papers in an effort to draw upon the knowledge, experience and expertise of our colleagues to begin the dialogue both within and beyond UNSW around issues, challenges and approaches as learning.
"
http://www.recordingachievement.ac.uk/images/pdfs/edinprog6515.pdf
In Lemon, N. (Ed.). (2015/in press). Revolutionizing Arts Education in K-12 Classrooms through Technological Integration. Hershey, Pennsylvania, USA: IGI Global.