This paper discusses challenges in assessing design students within studio model education. It reflects on the assessment methods used in the M.Sc. Digital Design, Amsterdam University of Applied Sciences, with input from an online survey targeting former students and assessors of the programme. Building on the particularities they see in this assessment process and its perceived advantages and disadvantages; we reflect on the extent to which these methods respond to the intentions for their development. Lastly, we discuss these issues in relation to the literature with the purpose of providing input to others that, like us, are in search of improved assessment tools for studio-based education.
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Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.
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This article examines the organisation of collaborative digital methods and data projects in the context of engaged research-led teaching in the humanities. Drawing on interviews, field notes, projects and practices from across eight research groups associated with the Public Data Lab (publicdatalab.org), it provides considerations for those interested in undertaking such projects, organised around four areas: composing (1) problems and questions; (2) collectives of inquiry; (3) learning devices and infrastructures; and (4) vernacular, boundary and experimental outputs.Informed by constructivist approaches to learning and pragmatist approaches to collective inquiry, these considerations aim to support teaching and learning through digital projects which surface and reflect on the questions, problems, formats, data, methods, materials and means through which they are produced.
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SmartCulTour will propose and validate innovative interventions directed at sustainable cultural tourism that supports the development of European regions rich of tangible and intangible cultural assets.The project will focus on:. Concepts: By developing new definitions of (sustainable) cultural tourism, cultural tourism destinations, sustainable development, and resilience;• Measurement: By identifying and testing a framework of sustainability and resilience indicators and a Decision Support System for measuring and monitoring cultural tourism and its impacts;• Procedure: By testing and presenting innovative and creative tools for stakeholder engagement, particularly art-based methods, a serious game and service design;• Outcome: By recognizing state-of-the-art and innovative cultural tourism interventions through existing case studies and by trialling specific interventions within six community-led Living Labs.Partners:KU Leuven (Belgium), University of Split (Croatia), MODUL University Vienna (Austria), University of Lapland (Finland), Ca’Foscari Università di Venezia (Italy), UNESCO (France), CIHEAM-IAMZ (Spain), Toerisme Vlaanderen (Belgium), Quantitas (Italy)
