When conducting research in and for the creative industries, there are a wealth of different possible research approaches that can be taken - reflecting the diverse nature of the disciplines (design, arts and crafts, advertising, architecture, fashion, film, music, TV, radio performing arts, publishing and interactive software) and academic contexts (art schools, business schools and universities) involved. The result is that there are variations in the emphasis and approach taken to how students are taught to link theory with practice, and how they view and engage with the concept ʻresearchʼ. The need for understanding and awareness of a range of approaches is critical for anyone learning about and working within design, business and the creative industries today.
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Presentatie op congres The Sign Language Proficiency Interview (SLPI) is a tool for assessing functional sign language skill. Based on the Language Aptitude Test, it uses a recorded 20 minute conversation between a skilled interviewer and the candidate. The interview uses an ad hoc series of probing and challenging questions to elicit the candidate’s best use of the sign language in topics relating to the candidate’s work, family/background, and leisure activities. This video language sample is then analyzed to determine the candidate’s rating on the SLPI Rating Scale. The rating process documents vocabulary, grammar and discourse, and follows a specified protocol that includes specific examples from the interview. The SLPI is used widely in the US and Canada with American Sign Language, and one of the presenters has adapted it for use with South African Sign Language. The presenters have recently adapted the SLPI for use with Sign Language of the Netherlands (NGT). While the interview process is the same regardless of the sign language, two aspects of the adaptation for NGT required work: 1) modifying the grammar analysis to match NGT grammar; and 2) modifying the Rating Scale to align with that of the Common European Framework of Reference for languages (CEFR). This ICED presentation will include: 1) a thorough description of SLPI goals, processes and implementation; 2) modifications for NGT grammar; and 3) modifications to align with the CEFR.
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In September 2017, the English-taught, 3-year Bachelor Industrial Design Engineering (IDE) programme at The Hague University of Applied Sciences (THUAS) has changed its curriculum from a linear to a flexible, choice-based modular curriculum, 'Curriculum M'. And with it, one integrated assessment method has been developed for the whole programme, centered around ownership of the students regarding their own learning, and assessing directly and holistically on competency-level. Students decide themselves which six sub-competencies they will prove mastery of, on what level (novice, advanced beginner, or competent), with what proof material from their portfolio library, during which integrated oral assessment (in week 5, 10 or 15 of a semesters). This oral assessment is the only summative method of testing offered throughout the programme. In this paper the first four iterations of the integrated assessment, which are all part of the only mandatory semester 'Basics of IDE' (Boi), are analyzed. Each 'real-time beta-testing' iteration was observed and reflected on, which lead to (minor) changes in the design to be implemented in the next iteration. The expectation was that the assessment redesign in the authentic, integrated project-based, active-learning IDE curriculum leads to an increase of students' ownership for their learning process, improvement of study progress, and more lifelong learning aptitude of students. The results of this study indicate that these goals were achieved. LinkedIn: https://www.linkedin.com/in/suzannececiliabrink/ https://www.linkedin.com/in/wiandavisser/ https://www.linkedin.com/in/miranda-de-hei-8039012a/
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