Teaching Philosophy
Decades of research on learning and instruction support the transformation of education away from didactic methods focused on conveying instructional content to more engaging and interactive methods that focus on student-centered learning. Technology can play an important role in improving pedagogy.
I identify with researchers and instructors who endorse student-centred, problem-based pedagogies in teaching and learning. Such pedagogies are rooted in social constructivism and constructionism, and assume that students learn best when they actively solve problems that are situated in the target context and require the kind of thinking that would be done in real-life situations.
I believe that technology mediates constructivist learning and implementation of such pedagogy. In my view, technology-enhanced learning environments allow educators to embed learning in authentic and engaging contexts and to promote collaboration, problem-solving and other skills within a 21st century framework.
In my teaching, I strive to employ student-centred, problem-based pedagogies, integrate technolgy, and endorse meaningful learning. I also try to empower my students to be critical citizens of our information-intensive world, to be prepared to respond to the demands of a technologically rich workplace, and to become lifelong learners.
Current teaching
Decades of research on learning and instruction support the transformation of education away from didactic methods focused on conveying instructional content to more engaging and interactive methods that focus on student-centered learning. Technology can play an important role in improving pedagogy.
I identify with researchers and instructors who endorse student-centred, problem-based pedagogies in teaching and learning. Such pedagogies are rooted in social constructivism and constructionism, and assume that students learn best when they actively solve problems that are situated in the target context and require the kind of thinking that would be done in real-life situations.
I believe that technology mediates constructivist learning and implementation of such pedagogy. In my view, technology-enhanced learning environments allow educators to embed learning in authentic and engaging contexts and to promote collaboration, problem-solving and other skills within a 21st century framework.
In my teaching, I strive to employ student-centred, problem-based pedagogies, integrate technolgy, and endorse meaningful learning. I also try to empower my students to be critical citizens of our information-intensive world, to be prepared to respond to the demands of a technologically rich workplace, and to become lifelong learners.
Current teaching
- PGT 460: Research Methods (for Multimedia Designers and for Graphic Arts Designers)
- Description: This course provides an introduction to the social science research process and provides the necessary skills to design and implement small-scale research projects in the areas of multimedia and graphic arts. The course includes topics such as literature review, referencing and the APA system, planning and management of a research project, choosing a research methodology (quantitative and qualitative research), research methodologies (survey research, content analysis, experimental research, mixed methods), research tools (observation, interview, focus groups, questionnaires) and basic analysis of qualitative and quantitative data. During the course, students will prepare a proposal for their BA thesis work.
- PGT 320: Design for all (for Multimedia Designers and for Graphic Arts Designers)
- The purpose of the course is to present to students with topics related to information technology, communication and accessibility, accessible content, accessible entry and exit in computer systems, new design processes, principles and examples of accessible and interactive computer and human interaction and techniques for the design of accessible human-centered systems. Within this course students will have the opportunity to elaborate on a wide range of topics related to concepts, necessity, general principles, and design guidelines for all. The purpose of the 'Design for All' course is to examine ethical issues, legal constraints and guidelines, trade trends, standards, and good practices in relation to global reality. Finally, the course provides accessibility design exercises and accessibility experiences.