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 教與學
  • FD 傳意媒介、資訊科技在教學上的應用
• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
• Q 教育體系與各級學校
  • QE 專上教育

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

• 未指定或無法歸類

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]

• 英文

期刊論文

• 15298094

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

2018-05-10