Abstract
This project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the concept for the ‘InCurriculum’ Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of the Arts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques.The project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment. The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff.
Highlights
Evidence drawn from Higher Education Statistical Agency (HESA, 2005) shows that students with a learning difference tend to take arts or vocational courses
They ghettoize themselves by collecting in educational places that provide a teaching experience conducive to their learning
The visual approaches to learning in art and design are known to be valuable for students in any discipline (Steffert, 1999)
Summary
Evidence drawn from Higher Education Statistical Agency (HESA, 2005) shows that students with a learning difference (dyslexia) tend to take arts or vocational courses. By this definition, they ghettoize themselves by collecting in educational places that provide a teaching experience conducive to their learning. The visual approaches to learning in art and design are known to be valuable for students in any discipline (Steffert, 1999) This project investigated such learning and assessment to develop and transfer to other areas of higher education, and sought to look at art and design curriculum, especially with an emphasis on studio critique, aural, and visual learning.
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