Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
|
artifact_proposals [2017/07/22 23:36] erin |
artifact_proposals [2017/07/22 23:40] davey |
||
|---|---|---|---|
| Line 15: | Line 15: | ||
| **__Egomotor__** : | **__Egomotor__** : | ||
| Driving threat; ticking bomb.\\ | Driving threat; ticking bomb.\\ | ||
| + | |||
| 3pm //Post/Pluralism//\\ | 3pm //Post/Pluralism//\\ | ||
| \\ | \\ | ||
| - | ( 1 ) promotion / recruitment materials | + | **promotion / recruitment materials**A critique of the pricing structures of design education and the institutions that host the design program. Introduces the concept of a self-directed education that could never be possible within a single institution.Visualization of the value of NOW WAS, it introduces the concept of fluid institutional borders and a more holistic and multifaceted way of valuing design education. |
| - | A critique of the pricing structures of design education and the institutions that host the design program. Introduces the concept of a self-directed education that could never be possible within a single institution.Visualization of the value of NOW WAS, it introduces the concept of fluid institutional borders and a more holistic and multifaceted way of valuing design education. | + | |
| - | ( 2 ) application to the workshop | + | **application to the workshop** |
| - | ( 3 ) passport with self assessment forms | + | **passport with self assessment forms** bringing what they know, believe and can practice into one place |
| - | bringing what they know, believe and can practice into one place | + | * **passport quilt**accumulation of experience and the implications of that experience |
| - | passport quilt | + | |
| - | accumulation of experience and the implications of that experience | + | |
| self assessment form | self assessment form | ||
| - | >> asking questions that help student assess themselves | + | >>asking questions that help student assess themselves |
| >> What do you know? What do you not know? What can you do? What do you struggle with? | >> What do you know? What do you not know? What can you do? What do you struggle with? | ||
| >> What do you know now? What can you do now? What have you come to believe? | >> What do you know now? What can you do now? What have you come to believe? | ||
| >> What questions for you remain? What new questions have you developed? | >> What questions for you remain? What new questions have you developed? | ||
| >> What actions will you take? How will you put this into practice? | >> What actions will you take? How will you put this into practice? | ||
| - | Iconography | + | * **Iconography** is not closed, it can be developed by the people who are a part of NowWas |
| - | is not closed, it can be developed by the people who are a part of NowWas | + | |
| >> articulation of depth (1 – 5 bars) | >> articulation of depth (1 – 5 bars) | ||
| >> accredited / non-accredited / certificate / | >> accredited / non-accredited / certificate / | ||