Evaluating Interdisciplinary Collaborative Learning and Assessment in the Creative Arts and Humanities

Autor/inn/en	Miles, Melissa; Rainbird, Sarah
Titel	Evaluating Interdisciplinary Collaborative Learning and Assessment in the Creative Arts and Humanities
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 14 (2015) 4, S.409-425 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022214561759
Schlagwörter	Cooperative Learning; Interdisciplinary Approach; Student Surveys; Humanities; Student Evaluation; Models; Computer Software; Computer Mediated Communication; Social Networks; Higher Education; Art; Social Change; Foreign Countries; Art Education; Conferences (Gatherings); Student Attitudes; College Students; Australia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerbefragung; Geisteswissenschaften; Humanwissenschaften; Schulnote; Studentische Bewertung; Analogiemodell; Computerkonferenz; Social network; Soziales Netzwerk; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arts; Kunst; Sozialer Wandel; Ausland; Education; Art in Education; Bildung; Erziehung; Schülerverhalten; Collegestudent; Australien
Abstract	This article responds to the rising emphasis placed on interdisciplinary collaborative learning and its implications for assessment in higher education. It presents findings from a research project that examined the effectiveness of an interdisciplinary collaborative student symposium as an assessment task in an art school/humanities environment. After addressing key ideas relating to interdisciplinarity, collaboration and assessment, the authors evaluate a practical model for facilitating interdisciplinary collaborative learning. Drawing on student surveys and assessment outcomes, the findings highlight the extent to which collaborative teaching and learning, coupled with social software tools and associated modes of communication, foster innovative, high quality interdisciplinary work, and offer an adaptable assessment framework for broader application in higher education settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01