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Mike McAuley

Bio: Mike McAuley is an academic researcher from Information Technology University. The author has contributed to research in topics: Learning theory & Design education. The author has an hindex of 2, co-authored 5 publications receiving 10 citations.

Papers
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Journal ArticleDOI
TL;DR: In this article, a series of changes involving collaboration, visualisation and audience presentation were incrementally added to a first year visual communication design theory course taught at the University of Newcastle, NSW.
Abstract: This study reports on a series of changes involving collaboration, visualisation and audience presentation which were incrementally added to a first year visual communication design theory course taught at the University of Newcastle, NSW. It will discuss novice, first year students' experience of collaborating with peers and also look at how visual media methods were used in the construction of a theoretical argument. It responds to previous observations that many of our students were not engaging with theory at a deep intrinsic level, writing essays that were motivated by the extrinsic demands of passing a course than actual fascination with the theoretical dimensions of design. In contrast, visual communication design students thrive in studio environments where collaboration and immersion in visual methods of working are the norm. We put forward here, the argued position that student learning of design theory can be enhanced through the incorporation of working methods commonly used in creative practice.

6 citations

01 Jan 2014
TL;DR: In this paper, a series of changes involving collaboration and visualisation were incrementally added to a first year design theory course taught at the university of Newcastle NSW, which can be defined as a form of deductive reasoning in that it seeks to uncover that which exists, as determined through close analytical reading of research literature.
Abstract: This study reports on a series of changes involving collaboration and visualisation which were incrementally added to a first year design theory course taught at the university of Newcastle NSW. Theory teaching values explicit knowledge and focuses on analytical and critical thinking. It can be defined as a form of deductive reasoning in that it seeks to unearth that which exists, as determined through close analytical reading of research literature. Students who study visual communication design do so because of their interest in creativity and visual media. Creative thinking and tacit knowledge are highly valued. It would therefore seem that design studio teaching, with its reliance on creativity, tacit knowledge and inductive or abductive reasoning is misaligned with design theory teaching which values explicit knowledge and deductive reasoning. However, this paper will argue that student learning of theory can be enhanced through the incorporation of working methods commonly used in creative practice.

2 citations

Journal ArticleDOI
TL;DR: It is demonstrated that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context and that discourse in design education is no longer the exclusive domain of design education.
Abstract: This paper presents the outcomes of an action research inquiry that set out to enhance first year visual communication student learning of design theory and history through the incorporation of creative practice methods commonly used in practical design studio environments. As educators of both design theory and practice, our previous observations of how novice design students engaged with theory, compared to how they engaged with practice, led us to the decision that change was required to facilitate deeper understanding of theoretical discourse through the incorporation of creative practice methods. That was our ‘call to action’. The methods, described in the article as interventions, were introduced to support the critical and analytical thinking necessary to engage with theoretical discourse. They can also be thought of as learning strategies incorporated to enhance student learning and involved creative thinking exercises, visualization techniques, collaboration and audience presentation. Our findings demonstrate that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context and that discourse in design education is no longer the exclusive domain of

1 citations

01 Jan 2015
TL;DR: It is suggested that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context.
Abstract: This study presents and discusses the outcomes of an action research inquiry that set out to enhance novice first year visual communication student learning of design theory and history through the incorporation of creative practice methods commonly used in practical design studio environments. The methods involving creative thinking, visualization, collaboration and presenting to an audience are described as interventions, introduced to support the critical and analytical thinking necessary to engage with theoretical discourse. They can also be thought of as learning strategies incorporated to enhance student learning. As educators of both design theory and practice, our previous observations of how novice design students engaged with theory, in comparison to how they engaged with practice, led us to the decision that change was required; change which would facilitate deeper understanding of theoretical discourse through the incorporation of creative practice methods. That was our “call to action”. Academic discourse in design education is no longer the exclusive domain of the written word. Our findings suggest that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context.

1 citations

01 Jan 2005
TL;DR: In this paper, a pilot study was carried out into the approaches tertiary students took towards the interpretation of written text into illustrations and the results showed that extra emphasis on text comprehension strategies and the formal inclusion of analogical reasoning enhanced student's design processes and lead to better design solutions.
Abstract: Illustration can be described as the clarification of information into a pictorial form. Its most significant generative source is the written word. Thus we see a crossover of domains, from the verbal to the visual. What takes place when written text is interpreted into a visual form? What perspectives do design students have on this? What is their understanding? From an educator's perspective, can changes to the delivery of a design problem given to a group of novice students affect the quality of outcome? Specifically, can extra emphasis on text comprehension strategies and the formal inclusion of analogical reasoning enhance student's design processes and lead to better design solutions? These questions were the basis for a pilot study carried out into the approaches tertiary students took towards the interpretation of written text into illustrations.

1 citations


Cited by
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01 Jan 2014
TL;DR: Using Language部分的�’学模式既不落俗套,又能真正体现新课程标准所倡导的�'学理念,正是年努力探索的问题.
Abstract: 人教版高中英语新课程教材中,语言运用(Using Language)是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

2,071 citations

Journal Article
TL;DR: Sawyer as mentioned in this paper argues that innovation is a product of groups, and that the solitary genius is a myth, and argues that the risk of propagating the single genius concept (to the exclusion of other possibilities) is that organizations will fail to support "messy" teams.
Abstract: Group Genius: The Creative Power of Collaboration; Keith Sawyer; Basic Books, NY, 2007; 274 pp., $26.95. If you're involved in a business that depends on sustained innovation (and which doesn't?)-especially if you're a manager who can influence decisions and resources-then add this to your reading list. Keith Sawyer's writing is direct, clear, even friendly, and the text is unencumbered by ponderous footnotes and thick quotations. An associate professor of psychology at Washington University, St. Louis, Sawyer's personal hobbies of jazz and improv theater appear again and again to support his thesis that innovation is a product of groups, and that the solitary genius is a myth. But the scope of the book is more than that: it covers the important and current thinking about fostering innovation in the Internet-enabled age. By my own reading and experience in a research-driven Fortune 500 corporation, the innovation literature is converging on a number of "best practices." Sawyer captures them well, and with his well-chosen supporting anecdotes these are reason enough to read the book and get to work applying these lessons in your organization: * Poorly structured, lazy brainstorming is practiced so frequently and is so wasteful, we can't have enough books that reveal its flaws and how to improve upon it. Sawyer's treatment is excellent. * Sustained innovation depends on having many irons in the fire, with the corollary that failure will be frequent and must be supported. * Myths about lone geniuses need bursting. Even those who work alone stand on the shoulders of giants, and implementation always needs teamwork and has its own continuing need for creative problem solving. The risk of propagating the solitary genius concept (to the exclusion of other possibilities) is that organizations will fail to support "messy" teams. * Innovation happens at the "edge of chaos"; either too much or too little structure is destructive. * Clusters are important. It may seem risky to have many firms in one location competing for a common pool of talent, but history shows that a crossfertilizing, dynamic environment is more innovative and sustainable. * The Internet and related communications standards are flattening the world at an unprecedented pace; the Web empowers enormous networks of individual innovators. Standing still is not an option. Group Genius also benefits from: * Annotated Notes: Sawyer has made a wise choice to keep the prose simple and fast-moving, but as a result, major ideas sometimes jump off the page as bald assertions (for example, ". . . the most effective . . . groups are self-managing. . . . without being directed by a leader."). The annotated notes at the end of the book provide good counterweight and credibility to the breezy style. * Frequent Checklists: The book is sprinkled with bulleted lists of do's and don'ts, which stitch the storytelling narrative together into practical advice. …

418 citations

Dissertation
01 May 2015
TL;DR: The study highlights a process through which a student traverses as they undertake the selection of their text, and develops the Process Framework for Text Selection providing a novel and coherent linking of established theoretical concepts.
Abstract: The provision of key text reading lists relies on students to select one they will utilise in undertaking a course. In anatomy and physiology an array of texts exist providing lecturers with the task of deciding the most suitable for inclusion within this list, the final choice for a student to undertake. Little evidence was found to identify the decision-making a student undertook in selecting a text. Based on disparate theoretical concepts an initial development of a conceptual process framework followed to provide a basis from which to identify influences which impacted on the student decision-making process. Using a mixed methods design a survey of students (N=964) undertaking anatomy and physiology courses was conducted whose results, following analysis provided the focus for in depth interviews. These included students (n=15), lecturers (n=3) authors (n=5) and publishers (n=2). Thematic analysis of the transcripts identified four overarching themes these being the Perception of the Textbook, Choice of the Textbook, Mismatch of Perceived Needs and Place of the Textbook. The results suggested two main influences which impacted on the student when choosing a text, those of existing prior knowledge and recommendation. Without prior knowledge, comprehension and cognition of the text was difficult. Recommendation by a lecturer or reading list, a strong influence, saw students selecting a recommended text without considering their own needs leading to an inability to use this. Without knowledge and recommendation students utilised aesthetic preference and heuristics in selecting a text, with many selecting additional texts to assist in using recommended texts. The results led to the development of the conceptual process framework indicating choice was a complex process for the student. Selecting a text is complex and affected by numerous influences. The study highlights a process through which a student traverses as they undertake the selection of their text. The study conclusions have led to the development of the Process Framework for Text Selection providing a novel and coherent linking of established theoretical concepts.

10 citations

01 Jan 2007
TL;DR: In this paper, the authors reflect upon efforts to build a bridge between theory and practice through design theory curriculum using visual mapping tools drawn from constructivist education theory and explore the efficacy of these efforts through both quantitative and qualitative student feedback.
Abstract: Strickler argues that the growth of visual communication as an academic discipline can only occur if there is an “empirical bridge between theory and practice” (1999: 38). Such a bridge is also a precondition for the evolution of visual communication as a forward looking and reflective industry as opposed to one that simply responds to the dictates of the market. However, building this bridge is no easy task; visually articulate and practically oriented students are reluctant to engage with theories that may challenge their passionately held understandings of design. All the more so when the commonest mode such inquiry is conducted through is reading and writing. The challenges and problems of writing for visual thinkers has been well articulated by Grow (1994). That such students are resistant to forms that they are generally not well equipped for or confident in is hardly surprising. Couple this with a seemingly near universal questioning of the relevance of theory by aspiring practitioners and it would seem the odds are stacked against such an enterprise. In this paper we will reflect upon efforts to build this bridge through design theory curriculum using visual mapping tools drawn from constructivist education theory. The efficacy of these efforts is explored through both quantitative and qualitative student feedback.

6 citations

01 Jan 2018
Abstract: Using Appreciative Inquiry to Discover School Administrators’ Learning Management Best Practices Development by Michelle Estes Tittle MBA, Walden University, 2009 BSBA, Walden University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University February 2018 Abstract The U.S. Department of Education has mandated that each U.S. state develop successful initiatives to help students navigate their educational experience. Yet in Alabama students neither advance academically nor in improved life skills development. It is unclear if school administrators in Alabama Schools have contextual best practices for strategicThe U.S. Department of Education has mandated that each U.S. state develop successful initiatives to help students navigate their educational experience. Yet in Alabama students neither advance academically nor in improved life skills development. It is unclear if school administrators in Alabama Schools have contextual best practices for strategic planning and implementation to support and improve the experiences of vulnerable K-12 students. The purpose of this descriptive case study was to explore how administrators of Alabama schools develop contextual best practices for strategic planning and implementation to support students. The conceptual framework was designed using collaboration theory, organizational learning theory, and appreciative inquiry. The overarching question addressed developing an understanding about how Alabama school administrators develop contextual best practices for strategic planning and implementation. Appreciative inquiry was used to facilitate a focus group and individual interviews with 15 participants. Data were analyzed using inductive analysis and bracketing. Thus, 4 themes were identified from the interviews and focus group. Most significant results were the identification of having a positive, engaging mobile environment and improving full community participation in the collaborative process. Contributions to positive social change may be experienced by developing communitybased collaboration where all contribute to, and benefit from, co-create, collaborate, and structure a more balanced and feasible approach to successful implementation of strategic plans in an environment of financial constraints. Using Appreciative Inquiry to Discover School Administrators’ Learning Management Best Practices Development by Michelle Estes Tittle MBA, Walden University, 2009 BSBA, Walden University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management

5 citations