Technology-enabled curriculum for transnational education in art history and theory

Technology-enabled curriculum for transnational education in art history and theory

• Clarke, Angela RMIT University
• Sharp, Kristen RMIT University
• Tai, Mikala 4A Centre for Contemporary Asian Art, Australia

International Journal of Education & the Arts, 18(40), 2017

International Journal of Education & the Arts

2017

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education

Higher Education Art History College Curriculum Undergraduate Study Cultural Differences Case Studies Art Education Global Approach Technology Uses in Education Foreign Countries Blended Learning Curriculum Development

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

The landscape of tertiary education has significantly changed in recent years with increasing pressure on universities to "globalize" and expand their reach internationally. In this context, there are a range of pedagogical and cultural issues to consider when designing curriculum to address the needs of students taking courses in different geographical locations. In addition to ensuring equivalence and quality, developing context-specific learning resources is a critical part of international delivery. Providing flexibility and autonomy to meet specific geocultural teaching and learning needs is vital. Programs and courses benefit from collaboration and connectivity between students and staff in all locations to ensure meaningful global learning environments. This paper focuses on a case study from an Australian University and examines how curriculum and delivery modes can be adapted to address the changing needs of transnational education a global context. The case study involves the renewal of a core undergraduate art history and theory subject that is offered in art and design programs across three different locations (Melbourne, Hong Kong and Vietnam). A series of learning materials and assessment tasks were designed to maximize a blended learning environment comprising face-to-face workshops, lectures, and online components. The result is a technology-enabled, common curriculum framework designed to allow for content to be adapted for local delivery.
[Copyright of International Journal of Education & the Arts is the property of International Journal of Education & the Arts]

• English

Journal Articles

• 15298094

https://bibliography.lib.eduhk.hk/bibs/dd240771

2018-05-10