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Implementation of Outcomes-Based Education in an Interdisciplinary Design Course and Curriculum: An Action Research Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementation of Outcomes-Based Education in an Interdisciplinary Design Course and Curriculum: An Action Research Study./
作者:	Hejazi, Bahar Mousavi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	356 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28719888
ISBN:	9798496545426

Implementation of Outcomes-Based Education in an Interdisciplinary Design Course and Curriculum: An Action Research Study.
Hejazi, Bahar Mousavi.

Implementation of Outcomes-Based Education in an Interdisciplinary Design Course and Curriculum: An Action Research Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 356 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item must not be sold to any third party vendors.

This is a case study that focuses on the challenges that I, as the action researcher and design educator at the post-secondary level face in the integration of an outcomes-based curriculum model that has been adopted in recent years by the higher education sector in Ontario in order to ensure quality, transparency and compatibility among the credentials. In this thesis, I studied the implementation of the outcomes-based education curriculum in a design program through investigative cycles of action-reflection of my own teaching practice as well as that of my colleagues in the Art and Design Foundation Program at the School of Design, George Brown College. The selection of action research as my strategy of inquiry is my response to the qualitative and critical nature of the challenges that educators are facing in their efforts to integrate learner - centered principles in their teaching practice. My research has been completed in two phases: Phase A - Critical Dialogue with Self and Phase B - Critical Dialogue with the Institution. The participants of my study are my students in Foundation Design II: Colour Theory and Practice, one Critical Expert from the Teaching and Learning Exchange, one Interested Observer (graduate of the program), Art and Design Foundation faculty and a Critical Administrator at the College.These are the synthesis of the insights I gained:Phase A - Critical Dialogue with Self:•A holistic approach to teaching and learning of the foundation of art and design.•Proactivity and reflexivity in my teaching practice with the goal of self-improvement and growth based on personal beliefs and social values.•A flexible learning - centered approach in course planning.•Sense of care towards student learning.•Mentality of success in teaching and learning: we are a team and we are working together to succeed.Phase B - Critical Dialogue with the Institution•A holistic learning - centered approach in the art and design foundation curriculum planning.•Use of new strategies to engage faculty in curriculum development.•Use of design thinking tools in curriculum design.•Empowering students and faculty by giving voice to their individual beliefs and values in art and design education.

ISBN: 9798496545426Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Action research

Implementation of Outcomes-Based Education in an Interdisciplinary Design Course and Curriculum: An Action Research Study.
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