Presenter(s): Emma Shackleton
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Slides from the session: Click this link to download the slides from this session
The OECD (2018) reports that many British graduates lack graduate-level literacy and work in school-leaver roles. In art and design, students from low socio-economic and non-dominant groups disproportionately achieve low educational and work outcomes. Research demonstrates the complexity of discipline specific knowledge-creating and communicative practices, yet often students must rely on their prior knowledge and circumstances, contributing to continuing inequalities in attainment (for example, Lea & Street, 1998; Entwistle, 2009; Gourlay, 2009; Kuhn, 2009; Cousin, 2010).
This session sets out findings, analysis and design proposals for ongoing PhD research, which seeks, first, to enhance all art and design students’ success by enabling their transition to mastery in reasoning and communication, while, second, simultaneously building abilities associated with ‘skilled writers’ who have deep knowledge of the process and self-regulation practices when writing for specific goals (Harris et al., 2011). Drawing on participative, design-based research, the research examines how the evidence-based inclusive pedagogy of Self-Regulated Strategy Development, combined with artificial intelligence for education, can be adapted to art and design both to facilitate students’ transformation and to support teachers to enhance their own understanding of how students are learning within their sessions (Harris & Graham 2009; MacArthur et al., 2015; Porayska-Pomsta, 2016).