In Dialogue: A Conversation About Multimodal Learning in Tertiary Design Education

Authors

  • Susan Jowsey Auckland University of Technology
  • Rachel Carley Auckland University of Technology
  • Susan Hedges Auckland University of Technology
  • Nooroa Tapuni Auckland University of Technology

DOI:

https://doi.org/10.33423/jhetp.v20i8.3238

Keywords:

Higher Education, multimodal learning, design education, sensory autoethnography, social media

Abstract

This paper presents a conversation between four tertiary lecturers reflecting on how creative discoveries are afforded in the curriculum through a diverse range of peer-to-peer learning activities, coupled with online platforms. They discuss how digital outputs form an autoethnographic trace or sensory sketch manifest through video, blogs and visual posts. Examining the ways mixed approaches establish relentless energy, sparking connections between digital and analogue making. Considering how diverse methods create meaningful linkages between conceptual, formal and technical modes of design discovery. Adopting a toing and froing strategy to praxis, they explore opportunities for learning and teaching.

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Published

2020-11-18

How to Cite

Jowsey, S., Carley, R., Hedges, S., & Tapuni, N. (2020). In Dialogue: A Conversation About Multimodal Learning in Tertiary Design Education. Journal of Higher Education Theory and Practice, 20(8). https://doi.org/10.33423/jhetp.v20i8.3238

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Section

Articles