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Anne Nigten
added 2 research items
In this paper the authors analyse the incompatibilities and collisions that occurred when they tried to implement their real-life learning insights and experiences from transdisci-plinary practice in the regular western education programmes for higher education and Vocational Education and Training (VET). The analysed case studies share an interest in transition issues in urban environments. The issues at stake were considered to be complex and were approached according to an artistic, designerly and partici-patory way of working. All projects had an innovative scope and thus an open ending or unknown outcomes at its starting phase. The case studies (interim) outcomes and its obstacles and challenges, that the authors and their collaborators encountered in the respective learning processes, were shared and weighted in a series of meetings and workshops with teachers, teacher/artists, teacher/designers, students and laypeople. Besides these feedback sessions and workshops the outcomes of the case studies are complemented with literature studies. The authors conclude this part of their research with a discussion and suggestions for future research to bridge the experienced systematic or paradigmatic obstacles and future research.
In this paper the authors analyse the incompatibilities and collisions that occurred when they tried to implement their real-life learning insights and experiences from transdisci-plinary practice in the regular western education programmes for higher education and Vocational Education and Training (VET). The analysed case studies share an interest in transition issues in urban environments. The issues at stake were considered to be complex and were approached according to an artistic, designerly and partici-patory way of working. All projects had an innovative scope and thus an open ending or unknown outcomes at its starting phase. The case studies (interim) outcomes and its obstacles and challenges, that the authors and their collaborators encountered in the respective learning processes, were shared and weighted in a series of meetings and workshops with teachers, teacher/artists, teacher/designers, students and laypeople. Besides these feedback sessions and workshops the outcomes of the case studies are complemented with literature studies. The authors conclude this part of their research with a discussion and suggestions for future research to bridge the experienced systematic or paradigmatic obstacles and future research.
Anne Nigten
added a research item
In this paper, the authors suggest a new paradigm for play in digital environments. Purpose-free play asks for a different view on and use of digital media, which the authors discuss as well