Arianne Rourke | The University of New South Wales (original) (raw)
Books by Arianne Rourke
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.
This thesis will discuss a recent research study that examined the differences between how expert... more This thesis will discuss a recent research study that examined the differences between how expert and novices use Visual Analysis Descriptors (VAD) to identify and describe design prototypes. The expert participants for this study were academics from one Australian and one New Zealand University. The novice participants were first year design students studying for a Bachelor of Design degree at the University of New South Wales. For this study a total of sixty-two images were collected to represent four different design styles. Using the nominal group consensus technique this selection was reduced to twelve design prototypes. Utilising TAP (talk allowed protocol) methodology, expert participants were asked to discuss these twelve prototypical design examples. The novice participants were required to write down their observations about the same twelve design prototypical examples. The participant’s responses were placed into sixteen categories that emerged from the raw data, which was then grouped into five Visual Analysis Descriptors (VAD). From this data a series of Visual Prototype Identity Models (VPIM) were developed. From these VPIM the language patterns that emerged were analysed specifically to identify the differences between an expert and a novice’s approach to identifying and discussing design prototypes. The pedagogical implications of the VPIM are also discussed specifically in relation to improving the teaching of design history in higher education.
This book discusses from both a practical as well as theoretical perspective many different appro... more This book discusses from both a practical as well as theoretical perspective many different approaches to researching the visual in higher education to assist towards demystifying ‘the picture that’s worth a thousand words’. It takes a multi-disciplinary approach to using the visual as the subject of research and considers various methods for training and mentoring Postgraduate students in visual research. It includes discussion on the role technology can play as both the subject of visual research and as well as in the training of the visual researcher. The contributors to this book have had many years of experience conducting research into ‘the visual’, which has contributed to their teaching of both Undergraduate and Postgraduate students in higher education. From a variety of different disciplinary focuses, the writers of this book offer the educator, researcher and tertiary student both their knowledge and practical approach to systematically as well as creatively deciphering, deconstructing and reconfiguring the visual form. This book promotes the worthiness of focusing on ‘the visual’ as the subject of research and scholarship as we move further on in the technologically sophisticated world of 21st century learning.
Research in recent years particularly in the realm of communication skills in computer technology... more Research in recent years particularly in the realm of communication skills in computer technology has supported the argument that students should have multiple skills and forms of communication that encompass the capacity to comprehend and convey information in visual form. This book addresses this concern, by examining specifically how visuals can be utilised in higher education to promote meaningful enriched learning.
The 21st century learner is faced with an avalanche of visual imagery in the media and on the Wor... more The 21st century learner is faced with an avalanche of visual imagery in the media and on the World Wide Web that enhances as well as distracts from learning. The 21st century educator in higher education needs to understand how to embrace visual culture and digital imagery to accelerate and deepen learning. This book provides a theoretical as well as practical basis for utilising visual imagery in teaching to build minds and forge bridges between the classroom and the learner’s real world experiences. Through an understanding of visual literacy, visual memory, colour theory, the role of narrative and metaphor, semantic cues and prototypical exempla’s, this book will explore how best to utilise visual imagery to promote active meaningful learning. It will discuss how eye tracking, mind maps and concept cartoons can be used to stimulate learning and promote critical independent thinking.
This book highlights research and practice where pedagogy effectively utilises as well as leads ... 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. This book
presents leading research from around the world, grouped into
the following four themes:
1. Interactive Technologies for Learning
Deborah West; Linda E. Robinson, Robert D. Hannafin &
David R. Parker; Peter Mark Jansson; Kate Thomson,
Boon-Kiang Tan & Christopher Brook.
2. Learning through Online Communities
Carmen Pérez Basanta; Mark Mabrito; Marlo Ransdell;
Trevor Nesbit.
3. Online Collaborative Learning
Jason Black & Lois W. Hawkes; Arianne Rourke &
Kathryn Coleman; James A West.
4. Reflecting on Reflective Practice
Arianne Rourke & Kathryn Coleman.
Papers by Arianne Rourke
Higher Education, Skills and Work-Based Learning, 2016
Hello! Where are you in …, 2008
This paper examines the notion of authentic assessment and the role elearning can play as a teach... more This paper examines the notion of authentic assessment and the role elearning can play as a teaching and learning tool to provide ‗real world relevance' to learning in higher education. This paper will firstly, argue that educators should consider aligning course assessment to real world relevance. Secondly, it will argue that social networking tools such as weblogs (blogs) can provide one means of achieving this goal when assessment is designed to encourage collaborative learning and reflective practice. The two teaching and learning exempla's discussed will apply the concept of the reflective practitioner to the practice of writing about the arts as an authentic assessment (Herrington, Reeves & Oliver, 2010) task that is relevant to student's future professions as art administrators. The first discusses how students' collaboratively write, edit and publish an online art journal ‗Artwrite'*. The second discusses student's writing blog journals where they ref...
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.
This thesis will discuss a recent research study that examined the differences between how expert... more This thesis will discuss a recent research study that examined the differences between how expert and novices use Visual Analysis Descriptors (VAD) to identify and describe design prototypes. The expert participants for this study were academics from one Australian and one New Zealand University. The novice participants were first year design students studying for a Bachelor of Design degree at the University of New South Wales. For this study a total of sixty-two images were collected to represent four different design styles. Using the nominal group consensus technique this selection was reduced to twelve design prototypes. Utilising TAP (talk allowed protocol) methodology, expert participants were asked to discuss these twelve prototypical design examples. The novice participants were required to write down their observations about the same twelve design prototypical examples. The participant’s responses were placed into sixteen categories that emerged from the raw data, which was then grouped into five Visual Analysis Descriptors (VAD). From this data a series of Visual Prototype Identity Models (VPIM) were developed. From these VPIM the language patterns that emerged were analysed specifically to identify the differences between an expert and a novice’s approach to identifying and discussing design prototypes. The pedagogical implications of the VPIM are also discussed specifically in relation to improving the teaching of design history in higher education.
This book discusses from both a practical as well as theoretical perspective many different appro... more This book discusses from both a practical as well as theoretical perspective many different approaches to researching the visual in higher education to assist towards demystifying ‘the picture that’s worth a thousand words’. It takes a multi-disciplinary approach to using the visual as the subject of research and considers various methods for training and mentoring Postgraduate students in visual research. It includes discussion on the role technology can play as both the subject of visual research and as well as in the training of the visual researcher. The contributors to this book have had many years of experience conducting research into ‘the visual’, which has contributed to their teaching of both Undergraduate and Postgraduate students in higher education. From a variety of different disciplinary focuses, the writers of this book offer the educator, researcher and tertiary student both their knowledge and practical approach to systematically as well as creatively deciphering, deconstructing and reconfiguring the visual form. This book promotes the worthiness of focusing on ‘the visual’ as the subject of research and scholarship as we move further on in the technologically sophisticated world of 21st century learning.
Research in recent years particularly in the realm of communication skills in computer technology... more Research in recent years particularly in the realm of communication skills in computer technology has supported the argument that students should have multiple skills and forms of communication that encompass the capacity to comprehend and convey information in visual form. This book addresses this concern, by examining specifically how visuals can be utilised in higher education to promote meaningful enriched learning.
The 21st century learner is faced with an avalanche of visual imagery in the media and on the Wor... more The 21st century learner is faced with an avalanche of visual imagery in the media and on the World Wide Web that enhances as well as distracts from learning. The 21st century educator in higher education needs to understand how to embrace visual culture and digital imagery to accelerate and deepen learning. This book provides a theoretical as well as practical basis for utilising visual imagery in teaching to build minds and forge bridges between the classroom and the learner’s real world experiences. Through an understanding of visual literacy, visual memory, colour theory, the role of narrative and metaphor, semantic cues and prototypical exempla’s, this book will explore how best to utilise visual imagery to promote active meaningful learning. It will discuss how eye tracking, mind maps and concept cartoons can be used to stimulate learning and promote critical independent thinking.
This book highlights research and practice where pedagogy effectively utilises as well as leads ... 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. This book
presents leading research from around the world, grouped into
the following four themes:
1. Interactive Technologies for Learning
Deborah West; Linda E. Robinson, Robert D. Hannafin &
David R. Parker; Peter Mark Jansson; Kate Thomson,
Boon-Kiang Tan & Christopher Brook.
2. Learning through Online Communities
Carmen Pérez Basanta; Mark Mabrito; Marlo Ransdell;
Trevor Nesbit.
3. Online Collaborative Learning
Jason Black & Lois W. Hawkes; Arianne Rourke &
Kathryn Coleman; James A West.
4. Reflecting on Reflective Practice
Arianne Rourke & Kathryn Coleman.
Higher Education, Skills and Work-Based Learning, 2016
Hello! Where are you in …, 2008
This paper examines the notion of authentic assessment and the role elearning can play as a teach... more This paper examines the notion of authentic assessment and the role elearning can play as a teaching and learning tool to provide ‗real world relevance' to learning in higher education. This paper will firstly, argue that educators should consider aligning course assessment to real world relevance. Secondly, it will argue that social networking tools such as weblogs (blogs) can provide one means of achieving this goal when assessment is designed to encourage collaborative learning and reflective practice. The two teaching and learning exempla's discussed will apply the concept of the reflective practitioner to the practice of writing about the arts as an authentic assessment (Herrington, Reeves & Oliver, 2010) task that is relevant to student's future professions as art administrators. The first discusses how students' collaboratively write, edit and publish an online art journal ‗Artwrite'*. The second discusses student's writing blog journals where they ref...
This paper discusses the philosophy behind utilizing blogs to engage Postgraduate learners at the... more This paper discusses the philosophy behind utilizing blogs to engage Postgraduate learners at the College of Fine Arts (COFA) University of New South Wales (UNSW). Digital diaries were established to enable a reflexive and collaborative space in which students could discuss and reflect on their personal experiences while completing a compulsory arts industry Internship. The virtual learning environment (VLE) through my eLearning Vista allowed for a range of asynchronous communication initially in the discussion forum (DF) for these online learners to increase student engagement while completing their internship. The DF did allow students to collaborate and discuss their work practices in the arts industry it however, did not offer students the reflective learning space that a digital blog diary could provide. It will be argued that blogs are effective teaching and learning tool for engaging students proactively in a collaborative learning space in higher education.
This paper examines the notion of authentic assessment and the role elearning can play as a teach... more This paper examines the notion of authentic assessment and the role elearning can play as a teaching ����������������������������������������������������������������������������������������������������� firstly, argue that educators should consider aligning course assessment to real world relevance. Secondly, it will argue that social networking tools such as weblogs (blogs) can provide one means of achieving this goal when assessment is designed to encourage collaborative learning and ����������������������������������������������������������������������������������������������������� reflective practitioner to the practice of writing about the arts as an authentic assessment ������������������������������������������������������������������������������������������������� �������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������� their ar...
The integration of the Internet and mobile learning devices in blended and face-to-face (f2f) tea... more The integration of the Internet and mobile learning devices in blended and face-to-face (f2f) teaching and learning is not a 21 st century invention. For many decades teachers and instructors have sought the best technologies for their students in order to offer enriched learning pedagogies with the most recent forms of technology. Recent literature on the so-called millenials purports that Generation Y prefers mobile learning and VLE to f2f learning and teaching methods because they have grown up learning and living with them (Oblinger & Oblinger, 2005; Howe & Strauss 2003; Lancaster & Stillman 2002). It has also been noted in the research about the "new" higher education student that they seek to learn anywhere, any time to fit learning into their schedules (McLoughlin & Lee, 2009). This led to discourse into the digital divide and Prensky"s (2001) reference to the "digital native". This current generation of undergraduates in the western capitalist world ...
Same places, different spaces. …, 2009
This paper discusses the philosophy behind utilizing blogs to engage Postgraduate learners at the... more This paper discusses the philosophy behind utilizing blogs to engage Postgraduate learners at the College of Fine Arts (COFA) University of New South Wales (UNSW). Digital diaries (Gleaves, Walker & Grey, 2007) were established to enable a reflexive and collaborative ...
Developments in Higher Education, 2009
Encyclopaedia of Education Research, Education in a competitive and globalizing world, , 2011
Higher Education in a State of Crisis, 2011
Pedagogy leads technology: Online Learning and Teaching in Higher Education: New Technologies, New Pedagogies, 2011
Pedagogy leads technology: Online Learning and Teaching in Higher Education: New Technologies, New Pedagogies, 2011
Education in a Competitive and Globalizing World Series., 2011
Pedagogy leads technology: Online Learning and Teaching in Higher Education: New Technologies, New Pedagogies, 2011
Progress in Education, 2012
Building minds, forging bridges: teaching in a visually littered world, 2014
Researching the Visual: Demystifying ‘the picture that’s worth a thousand words, 2014
This chapter will argue that it is imperative for university students to be given the opportunity... more This chapter will argue that it is imperative for university students to be given the opportunity to engage in holistic right brain visual eLearning where they have access to interactive visual interfaces versus the sequentially organised left-brain corporate models used in many Learning Management Systems (LMS). Also will be discussed is the importance of providing more creative instructional design that both visually and narratively personalises the elearning space. Examples will be provided of how this has been done in a fully online course through which Postgraduate students learn how to write a research paper on arts administration. A model of learning that provides higher education students with visual colour coded images and flow charts, mind maps, concept cartoons, worked examples and visual narratives and metaphors to provide graphic representation of the learning content will be critically explored. Further more, this chapter will discuss how ‘user- friendly’ visual design in elearning instruction can assist Postgraduate students in the daunting task of researching and writing a self-directed paper within the limitations of a one Semester timeframe. With the emphasis being on providing learning tools that assist students towards reflecting on knowledge and experiences gained throughout their university Postgraduate studies.
Researching the Visual: Demystifying ‘the picture that’s worth a thousand words, 2014
This chapter will discuss a part of a research study where mind mapping was used to capture novic... more This chapter will discuss a part of a research study where mind mapping was used to capture novices and experts understanding of design prototypes used to teach design history. It will analyse specifically what can be learnt about the thinking processes that experts’ and novice’s use to identify design prototypes. This will be critically discussed within the framework of various theoretical perspectives on expertise. According to Solso (2003) ‘prototypes’ can be used in art and design to assist with the recognition of the central visual characteristics of a work. He discussed “prototypes as the abstractions of stimuli against which patterns are judged”, stating that “it is possible, and far more economical, to store impressions that embody the most frequently experienced features of a class of objects” (Solso, 2003, p.230). The twelve designs utilised in this study were chosen because experts in the field view them as typical examples of a particular design movement or style that is often discussed in design history. This research utilises mind maps as a qualitative research method to capture cognitive processes used by both expert and novices to comprehend design prototypes, which provide succinct form of both visual and language based data for making comparisons. According to Wheeldon (2009), “mind maps may provide a new means to gather unsolicited data through qualitative research designs” (p.511) and this method can be an effective way of providing a recording of the connections novice and experts make between disciplinary knowledge and their level of understanding.
Researching the Visual: Demystifying ‘the picture that’s worth a thousand words, 2014
Marking Time: Leading and Managing the Development of Assessment in Higher Education, 2013
Australian Dictionary of Biography, 2000
Australian Dictionary of Biography, 2012
Education Research Summaries, 2013
Sixties Explosion Exhibition, 2012
This research hypothesises that the use of effectively designed worked examples can assist the le... more This research hypothesises that the use of effectively designed worked examples can assist the learner to acquire domain specific schemas for identifying distinctive characteristic of a designers’ work. In this study visual literacy, visual memory, semantic and semiotic comprehension is explored within the context of Cognitive load theory. Through the procedures of lecture, worked examples and visual recognition tests and questions, students were tested on their ability to recognise the features of a designer’s work. The results demonstrated that novice learners who had a more advanced level of visual literacy skill were better able to identify a designer’s work when provided with worked examples compared to students given problem-solving tasks.
This thesis will discuss a recent research study that examined the differences between how expert... more This thesis will discuss a recent research study that examined the differences between how expert and novices use Visual Analysis Descriptors (VAD) to identify and describe design prototypes. The expert participants for this study were academics from one Australian and one New Zealand University. The novice participants were first year design student studying for a Bachelor of Design degree at the University of New South Wales. For this study a total of sixty-two images were collected to represent four different design styles. Using the nominal group consensus technique this selection was reduced to twelve design prototypes. Utilising TAP (talk allowed protocol) methodology, expert participants were asked to discuss these twelve prototypical design examples. The novice participants were required to write down their observations about the same twelve design prototypical examples. The participant’s responses were placed into sixteen categories that emerged from the raw data, which was then grouped into five Visual Analysis Descriptors (VAD). From this data a series of Visual Prototype Identity Models (VPIM) were developed. From these VPIM the language patterns that emerged were analysed specifically to identify the differences between an expert and a novice’s approach to identifying and discussing design prototypes. The pedagogical implications of the VPIM are also discussed specifically in relation to improving the teaching of design history in higher education.
The notion of threshold concepts has become quite a 'buzz' word in education since it was introdu... more The notion of threshold concepts has become quite a 'buzz' word in education since it was introduced by Meyer and and applied to economics by Davies (2003) the same year. They offer a viable method for describing different levels of understanding a subject that has now been adopted across a variety of disciplinary areas. Threshold concepts according to , assists towards identifying core learning outcomes that represent seeing things in a new or transformed way. The five characteristics of threshold concepts put forward by included that they are transformative, irreversible, integrative, bounded and counter-intuitive. later added that threshold concepts were also 'troublesome'. The principles of threshold concepts will be discussed from two perspectives: firstly, in the teaching of design history whereby design prototypes are used to assist novices in the cognitively difficult task of recognising a designer's work. Secondly, the principles of threshold concepts will be discussed within the context of colour theory where logic and ontological examination provide novices with new insight into an old construct.
Researching the visual: Demystifying the picture that's worth a thousand words (A. Rourke & V. Rees, Eds.), Sep 2014
Is there a mismatch between students’ visual literacy levels and teacher expectations of visual l... more Is there a mismatch between students’ visual literacy levels and teacher expectations of visual literacy? Do we as educators assume that design students are predominantly visual learners? Should educators consider student preferences for visual materials and lecture format? A recent research study identified some surprising results in regard to first year design students’ visual literacy levels, learning modalities and preferences for lecture format and supporting visual. These findings suggest that the key to encouraging student understanding of design history may rest on the teacher’s abilities to understand students’ visual literacy levels, individual learning styles and preferences, and adjust teaching methods and the use of visuals accordingly.