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)
- The course aims to introduce students to the research process and to provide the necessary skills to design and implement small-scale research projects in the fields of multimedia and graphic arts. The course includes topics such as planning of research work, theoretical framework, research questions, literature review, APA reference system, selection of research methodology (quantitative and qualitative research), research tools (observation, interview and focus groups, questionnaires) and basic analysis of qualitative and quantitative data. Within the course students will prepare and present small-scale research projects, which include all stages of research.
- The aim of the course 'Design for all' is to present students with issues and concepts related to accessibility, universal design, design for all, and inclusive design. The course covers general principles of design for all, examples of accessible human-computer interaction, and methods for designing accessible human-centered systems. In the context of the course, students have the opportunity to develop issues concerning the necessity of universal design, ethical issues, legal restrictions and directions, standards and good practices, in relation to global reality. Finally, in the course, accessible system design exercises are carried out and projects are developed that take into account the needs of a wide range of the population.
- The course aims to introduce students to the research process and to provide the necessary skills to design and implement small-scale research projects in the fields of multimedia and graphic arts. The course includes topics such as planning of research work, theoretical framework, research questions, literature review, APA reference system, selection of research methodology (quantitative and qualitative research), research tools (observation, interview and focus groups, questionnaires) and basic analysis of qualitative and quantitative data. Within the course students will prepare and present small-scale research projects, which include all stages of research.