Books by Kathryn S Coleman
This book provides a comprehensive look at all levels of teaching and learning, especially for th... more This book provides a comprehensive look at all levels of teaching and learning, especially for those interested in discovering how to provide activities that will enhance reflective practices in teaching and enable students' learning. This collection investigates PhD supervision, an intervention program in writing practices, developing mindfulness in diverse student cohorts, and the application of online practices.
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.
The nature of creativity has long been a contested field of beliefs and ideas. Theorists make cla... more The nature of creativity has long been a contested field of beliefs and ideas. Theorists make claims based on a wide range of positions developed through educational practices. Various disciplines have particular views of creativity, artists claim knowledge of creative practice, philosophers provide substance to support ideas, while psychological attributes are posited to affirm the nature of creative learning. Creativity lends itself easily to individuals who make statements that reflect on the nature of both creating and the experiences that enable individuals to create. This edited collection of research and practice explores this range of perspectives in three parts through a variety of disciplines, global contexts, and practice in higher education.
This collection of chapters reflects how a group of educators can look through their respective l... more This collection of chapters reflects how a group of educators can look through their respective lenses to discuss common issues of concern for educators and learners alike. Some of the writers speak of their students’ learning through the manner in which they have constructed learning activities to elicit new understanding, while others have explored the idea of enabling students to develop an independent voice.
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.
"In 2010 The University of New South Wales (UNSW) commenced a three-year process of assessment ch... more "In 2010 The University of New South Wales (UNSW) commenced a three-year process of assessment change and in a number of Faculties parallel reviews of curriculum naturally followed.
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.
"
This book highlights research and practice where pedagogy effectively utilises as well as leads t... more This book highlights research and practice where pedagogy effectively utilises as well as leads the technology in teaching, learning and assessment in higher education. The examples provided, not only highlight how teaching practice can become research, an important focus for 21st century academics, but also provides exemplary case studies and theoretical perspectives on the importance of a student-centred approach to adopting technology for teaching and learning.
The scare tactic short films and advertisements by Microsoft about students having to leave their... more The scare tactic short films and advertisements by Microsoft about students having to leave their knowledge at the door and enter 19th Century style chalk and talk classrooms led teachers and instructors to believe they had been left behind, ignoring the possibilities of new learning material and devices that could ignite their students. Pedagogy for good teaching has always led the curriculum and syllabuses, when did the use of new technologies take over from pedagogical developments in learning and teaching? Rather, educators seek to embed and integrate learning experience and knowledge building into the pedagogy. Teaching practice is led by student and teacher knowledge sharing and in more recent years by assessment and accountability. This assessment driven form of education allowed online quizzes and discussion forum (DF) grading to drive teaching away from learning communities of practice (COP). More recent research has put forward that these learners may not be as ‘tech savvy’ as originally believed. As Hargittai (2010) has suggested, the assumptions that "people who have grown up with digital media are often assumed to be universally savvy with information and communication technologies” (p.92) are rarely grounded in empirical research. Even though many educators in higher education embrace technology it is imperative that educators assess objectively how it can be utilized to “optimize the teaching and learning process, rather than being seized and used as technology for technologies sake” (Ryder, 2007, p.155). This chapter will argue that pedagogy should lead the technology in higher education regardless of the learning management system that is being employed. Through discussion of a case study example of a fully online collaborative course that teaches Postgraduate students how to write a research paper, it will discuss how online courses can thrive despite the current climate in higher education shifting towards the notion that technology should be driving the pedagogy and the assumption that the 21st century student is ‘tech savvy’ and as a result will embrace technology for learning.
This book argues that pedagogy should lead the technology in higher education regardless of the l... more This book argues that pedagogy should lead the technology in higher education regardless of the learning management system that is being employed. Through discussion of a case study example of a fully online collaborative course that teaches Postgraduate students how to write a research paper, it will discuss how online courses can thrive despite the current climate in higher education shifting towards the notion that technology should be driving the pedagogy and the assumption that the 21st century student is ‘tech savvy’ and as a result will embrace technology for learning.
Papers by Kathryn S Coleman
This book provides a comprehensive look at all levels of teaching and learning, especially for th... more This book provides a comprehensive look at all levels of teaching and learning, especially for those interested in discovering how to provide activities that will enhance reflective practices in teaching and enable students' learning. This collection investigates PhD supervision, an intervention program in writing practices, developing mindfulness in diverse student cohorts, and the application of online practices. 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.
Student employability is not solely determined by obtaining an academic qualification. Other qual... more Student employability is not solely determined by obtaining an academic qualification. Other qualities are also important, including generic graduate attributes and the ability to properly package and present their credentials and capabilities. This paper evaluates the use of an ePortfolio in a senior undergraduate cancer science course to specifically improve student self-efficacy in career decision-making. The course piloted the use of an ePortfolio as a pedagogical tool for integrated career development learning (CDL) and reflection. A Career Decision-Making Self-Efficacy Scale was used to evaluate the CDL. All thirty-two enrolled students in the course participated in the study. After the CDL interventions, students were significantly more confident in four of the five aspects of self-efficacy: self-appraisal, occupational information, planning, and problem solving (p<0.016). Embedding CDL in an ePortfolio is an innovative use of emerging learning technologies. The results of this pilot study support the extension of this approach to other senior undergraduate courses.
Teaching visual arts and design secondary teacher education is a privilege in a graduate school o... more Teaching visual arts and design secondary teacher education is a privilege in a graduate school of education. My teacher candidates arrive with a well-developed disciplinary practice and sustained narrative as art practitioner, ‘A’rtist, craftsperson, designer, film-maker and creative practitioner that is disrupted, layered and fractured as the semester begins and new epistemologies, ontologies and methodologies begin to weave into their understanding of self. My own pedagogies foster a practice based and practice led artist, researcher, teacher identity. As a/r/tographer I design an entangled and intertwined disciplinary practice and curriculum, to support new lenses of becoming and being, in which my students begin to see, feel and turn to their developing pedagogies and new practices as artist teachers. To support this turn to becoming and being, I invite iterative reflection and observation on this shift through both practice based and practice led work. This paper is one of those reflective moments as we prepare for the 2017 Teacher as Practitioner Fringe exhibition (TAP Fringe). This paper is a co-authored reflection to consider themselves as artist teacher and collaborate on a paper for the TAP catalogue. It visually and conceptually explores developing identities through the lenses of the reflective practitioner, a/r/tography and critical auto ethnography and raises issues that arise across the year of ‘becoming’ teacher for artist teacher candidates at the graduate school. The two teacher candidates who selected to co-author this paper have chosen to contribute both visually and textually after the provocation of Dear, You that we began the 2017 academic year as Master of Teaching (Secondary, Visual Arts & Design) teacher candidates. This collaborative visual essay is a reflection on our current place in the world as artist and researcher, and now artist-researcher- teacher, as they enter a new profession and a space of multiplicities as artist, artist teacher and student.
InSEA eBooks, Jun 25, 2020
Pacific Journal of Technology Enhanced Learning
What role can generative AI have an art and design education? Given that we are in a year of chan... more What role can generative AI have an art and design education? Given that we are in a year of change as open-source Open AI systems shift how we teach, learn, and assess in times of question-answering chatbot and personal assistance tools. Applying a post-human approach (Blaikie, et al, 2020) to education might help us rethink pedagogy (Wessels, et al, 2022), knowledge creation and scholarly publication for knowledge sharing. In this SoTEL Symposium presentation/discussion with the ASCILITE MLSIG I propose a move away from a humanist world view that continues to shape our thoughts around the binary of teacher-learner within our walled disciplinary and consider how we might Incorporate generative AI tools in the curriculum to foster interdisciplinary collaborations with the more-than human. What if we shifted teaching and learning to facilitate new ways of being on the planet, so that we prioritised ourselves, one another as well as non-human and more-than-humans in our educational ec...
Yearbook of arts education research for cultural diversity and sustainable development, 2023
Journal of Artistic and Creative Education, Dec 30, 2020
Research catalogue of the 2017 TAP and TAPFringe Exhibitions, 2017 TAP Symposium First printed/pu... more Research catalogue of the 2017 TAP and TAPFringe Exhibitions, 2017 TAP Symposium First printed/published in 2017. Print books sold out. ISBN: 978 0 7340 5397 8
Creativity, both as a professional capability and as a personal attribute, is acknowledged as an ... more Creativity, both as a professional capability and as a personal attribute, is acknowledged as an important dimension of education for a fast-changing world, relevant to future practice in the professions and for learners and teachers. New social media tools, which place creation, publication and critique in the hands of web users, have been recognised as having a role in democratising creativity, making the means of production and distribution accessible to most of the developed world. Using these tools to facilitate learning activities in higher education can promote creativity and many other related capabilities: digital literacy, independent learning, collaboration and communication skills, and critical thinking. It requires creativity on the part of teachers to develop and manage learning environments and tasks that are not traditional and may be quite experimental. This paper asks some university teachers who are innovating their teaching by using social media to reflect on how...
This Western Australian ‘Teacher as Practitioner’ (TAP) case study demonstrates how inter and int... more This Western Australian ‘Teacher as Practitioner’ (TAP) case study demonstrates how inter and intra art practices create opportunities to interrogate the shared experience and discourse of an artist-teacher culture as a community of practice. It is furthered by a discussion about what it means to be a beginning teacher in art education through a look into an initial teacher education (ITE) course atEdith Cowan University. This empirical study provides an opportunity to interrogate cultures and identities through artful inquiry within this cultural space, where becoming secondary (visual arts major) teachers develop as artist-teacher and mentor during a four-year undergraduate course. The integration of TAP as a conceptual and cultural framework was designed to combat the siloing of content in the undergraduate course, and to encourage becoming teachers to see themselves as artist-teachers and practitioners within their construction of a teacher identity. The shared experiences of be...
Uploads
Books by Kathryn S Coleman
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.
"
Papers by Kathryn S Coleman
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.