2010 Conference Book of Abstracts - Flexible Learning
Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue between industry and education
1. Transparent, Playful & Easy
Identifying creative ways to facilitate and stimulate
dialogue between industry and education
joe coll | lyit | lin 2012
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2. Transparent, Playful & Easy
and practical
Identifying creative ways to facilitate and stimulate
dialogue between industry and education
joe coll | lyit | lin 2012
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3. • Context
• Considerations
• Time
• Transparency
• Play & Reward
• Make it Easy
• Conclusions
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5. MA in Visual Communication — Research through Practice
ncad | october 2010 — june 2012
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6. MA in Visual Communication — Research through Practice
ncad | october 2010 — june 2012
Research at NCAD focuses on the reflective
practitioner rather than the scientific method
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7. Reflection on how I tried to
develop an ongoing dialogue
with industry
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8. masters research
Student ncad – ma
Practitioner design company freelance
nc lyit
Educator ad
07 08 09 10 11 12
Student, Practitioner & Educator at the same time
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9. Student
Educator Practitioner
Exploring the relationships
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15. Although only a prototype,
the focus of Propeller was
always about creating a
sustainable dialogue between
industry and education
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16. Please note: the intention is not
to tell you how too...
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18. Unsurprisingly I found TIME the
biggest obstacle to securing
ongoing engagement from
industry
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19. Acknowledge ‘busyness’
and develop participation
opportunities around varying
levels of time commitment
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20. Encourages industry to engage
at a level they are comfortable
with... rather than creating an
“all or nothing” scenario
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21. 1 – 5 mins 30mins – 1hr 1hr – 2hr 1 half day 1 full day
Finite blocks of time
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22. Respond to Take part in online Share thinking, Write (Propeller Take part in the
questions on Twitter/ design debates processes and advice Provocateurs) piece industry challenge
Facebook through a video to provoke debate
interview
Tweet/Retweet
content relevant to
students
1 – 5 mins 30mins – 1hr 1hr – 2hr 1 half day 1 full day
Finite blocks of time
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23. Consideration 2:
Transparent Communication
Stimulating dialogue
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24. Need to clearly communicate
the who, what, when, where,
why and how
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25. Develop clear
communication material
Provided detailed
information in a
digestible way
Not trying to hard-sell,
just communicate
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34. Although what works for one
may not work for another
About knowing your audience
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35. Design Quickie
Studio Quickie
Propeller Provocateur
Industry Tweets
Not academic in tone, but have
sound pedagogical goals
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36. Example of play and reward:
Industry Challenge
!
Industry Design Quickie Studio Not so
Challenge Quickie Aha! Quickie Quickie
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37. Opportunity for industry to
have a low commitment and
light-hearted engagement with
students
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38. 1. Practitioners challenge
students & offer a reward
Design something that fits inside a We want to know why. Why do you
kinder egg want to be a designer?
One days work experience Work experience – amount based on
Take part in an exhibition quality of response
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39. 2. Students respond
3. Practitioners select winning
response
4. eward organised
R
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40. • Requires some
organisation (and
control) on behalf of
the educator
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41. • Requires some
organisation (and
control) on behalf of
the educator
• Students earn
opportunity to
connect with industry
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42. • Requires some
organisation (and
control) on behalf of
the educator
• Students earn
opportunity to
connect with industry
• Part of formal
educational
programme or as an
informal initiative
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43. • Requires some • Feedback from
organisation (and industry very positive:
control) on behalf of fun to set challenge
the educator and review responses
• Students earn
opportunity to
connect with industry
• Part of formal
educational
programme or as an
informal initiative
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44. • Requires some • Feedback from
organisation (and industry very positive:
control) on behalf of fun to set challenge
the educator and review responses
• Students earn • Low time
opportunity to commitment for
connect with industry industry
• Part of formal
educational
programme or as an
informal initiative
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45. • Requires some • Feedback from
organisation (and industry very positive:
control) on behalf of fun to set challenge
the educator and review responses
• Students earn • Low time
opportunity to commitment for
connect with industry industry
• Part of formal • Could easily work
educational across various
programme or as an disciplines
informal initiative
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46. Reward for industry?
My own primary & secondary
research suggests the reward for
industry is clearly talent
On individual levels, altruism,
networking opportunities and
status are drivers for engagement
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62. Encourage industry to filter the
great from the poor
• Loads of amazing content in existence across
the web
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63. Encourage industry to filter the
great from the poor
• Loads of amazing content in existence across
the web
• Difficult for students to find and distinguish
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64. Encourage industry to filter the
great from the poor
• Loads of amazing content in existence across
the web
• Difficult for students to find and distinguish
• Our role to filter and make sense
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65. By making it very easy, we can
encourage industry to help filter
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66. By making it very easy, we can
encourage industry to help filter
• Create a unique hashtag on Twitter (#propelit)
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67. By making it very easy, we can
encourage industry to help filter
• Create a unique hashtag on Twitter (#propelit)
• Industry tweeter includes hashtag when they
are tweeting or re-tweeting something they
feel would be relevant / useful to students
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68. By making it very easy, we can
encourage industry to help filter
• Create a unique hashtag on Twitter (#propelit)
• Industry tweeter includes hashtag when they
are tweeting or re-tweeting something they
feel would be relevant / useful to students
• On Propeller, these tweets are aggregated...
but easy for anyone to set up a tag and have
students follow it
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70. Through a series of interviews
and feedback on my research
project, it is clear that industry
appreciate the need and
benefit to engaging in higher
education and are willing to do
so, provided we...
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72. • communicate clearly what is
being asked of them
• acknowledge and work around
time constraints
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73. • communicate clearly what is
being asked of them
• acknowledge and work around
time constraints
• make their engagement easy
and enjoyable
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74. Thank you
Feedback
joe.coll@lyit.ie
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