Dr Kathryn Coleman is an artist, arts-based researcher and educator in Visual Arts & Design at the Melbourne Graduate School of Education. She is interested in the intersection of art, digital spaces, practice and culture, and teaches this through art and design. Kate’s research into practice includes teacher practices, creative practices, practices of identity, knowledge as practice and digital practices. Kate is the Co-Director of Melbourne, UNESCO Observatory of Arts Education, InSEA World Councillor and member of the Art Education Australia council.

Publications

  • Knowledge building in 21st century: Learners, learning and educational practice
  • A learner support system: Scaffolding to enhance digital learning
  • Moving forward with digital badges
  • Badging digital pathways of learning
  • Learning journeys in higher education: Designing digital pathways badges for learning, motivation and assessment
  • Badge claims: Creativity, evidence and the curated learning journey
  • Integrated career development learning and ePortfolios: Improving student self-efficacy in employability skills in an undergraduate science course
  • Enhancement of scientific research and communication skills using assessment and ePortfolio in a third year pathology course
  • Eportfolios in the sciences: The role of reflection as students build professional skills and career readiness
  • If we build it, will they come? Developing an online assessment resource for educators at UNSW
  • Creativity in practice: Social media in higher education
  • Researching around the world: Developing an international reference group for ePortfolios in higher education
  • Pedagogy leading technology in higher education: The future in crisis?
  • Did I mention it's anonymous? The triumphs and pitfalls of online peer review
  • An emancipating space: Reflective and collaborative blogging
  • The creative graduate: Cultivating and assessing creativity with eportfolios
  • Authentic assessment in elearning: Reflective and collaborative writing in the arts
  • Understanding career aspirations of Information Technology students at Deakin University
  • The becoming of a designer: An affective pedagogical approach to modelling and scaffolding risk-taking
  • Surveying and resonating with teacher concerns during COVID-19 pandemic
  • Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach
  • An artful experiment: The Child+Adult Art Response Project
  • #ASCILITEMLSIG webinar 6 November 2020 #DataCreativities
  • Field Guide to ePortfolio: Why it Matters for Learning
  • Visual arts education/s: Glocal threads to connect, entangle, sustain, and nourish during a prolonged lockdown and time of uncertainty.
  • Stories found within the learnings of teaching in COVID-19
  • When the going gets tough artists & arts educators get going with innovative ways of connecting and learning
  • Enabling Reflective Thinking: Reflective and Reflective Practice in Learning and Teaching
  • Down the rabbit hole: Lessons learned curating, presenting and submitting a digital research portfolio as PhD thesis
  • An artful experiment: The Child+Adult Art Response Project.
  • CO-llaborative VI-rtual D-esign: A Collaborative Autoethnography on Conducting Exclusively Online, Data-Led Collaborations in the Creative Industries
  • #DataCreativities: Developing a trans-disciplinary data visualization framework from Arts practice to teaching and learning during COVID19
  • Finding your people: A co-storied critical autoethnography
  • #DataCreativities 2020 Workshop: Session 4
  • #DataCreativities 2020 Workshop: Session 3.1 and 3.2
  • An artful experiment: The Child+Adult Art Response Project
  • studioFive—A Site for Teaching, Research and Engagement in Australian Arts Education
  • #DataCreativities 2020 Workshop: Session 1.1
  • ‘Mixed-tape Methods’ for Data in Post-digital Times of Disease
  • #DataCreativities 2020 Workshop: Session 3.3
  • Digital Methods for research led T&L practices in the COVID new normal: a workshop exploring findings from a MDAP Collaboration between MGSE, SCIP, FFAM, and CSHE during ‘lockdown’
  • #DataCreativities 2020 Workshop: Session 2.3
  • #DataCreativities 2020 Workshop: Session 2.1
  • #DataCreativities 2020 Workshop: Session 1.3
  • #DataCreativities 2020 Workshop: Session 1.2
  • Data Creativities Collab Mashup Take 2
  • The Creative Industries in Days of Isolation – A Fast Pace Shift to Making, Learning and Living in a Crisis
  • An A/R/Tist in Wonderland: exploring identity, creativity and digital portfolios as A/R/Tographer
  • #DataCreativities 2020 Workshop: Session 2.2
  • Scicurious as method: Learning from GLAM Young People Living in a Pandemic about Cultivating Digital Co-Research-Creation Spaces that Ignite Curiosity and Creativity
  • Developing Learning-Centered Approaches across the Discipline: Implementing Curated ePortfolios in Information Technology and International Studies
  • Learning through a/r/t: Post-digital art education
  • The Learner-Teacher Portfolio Journey: Developing Self-Efficacy and Self-Determination in the Medical Sciences
  • Doing Digital and Visual Autoethnography
  • What Are Artists and Art Educators Teaching Us About How We Can Conceive and Deliver Teacher Professional Learning Into the Future?
  • TEACHING & LEARNING IN COVID-19 TIMES STUDY
  • Through the Looking Glass: Reflecting on an Embodied Understanding of Creativity and Creative Praxis as an A/r/tographer
  • Reconceptualising the artist-in-residence.
  • The Artist-in-Residence in Teacher Education: What is Sustainable?
  • Reciprocity | Relationality: Artful Connections between Child and Adult Artists
  • TAP to TAP2: Research Report 2017
  • Dear, You. A letter to the new self
  • New Ways to Demonstrate Achievements: Warranting Eportfolio Evidence
  • Encountering a Pedagogy of the World in a University Setting
  • C+AARP Inside | Outside Image Quilt. Figure [2021]
  • Entering the Liminal Through the Side Door: A Child + Adult Response Project as a Portal for Student Voice and Deep Thinking
  • Learning Through Art: Lessons for the 21st Century?
  • Knowledge building in 21st century: Learners, learning and educational practice
  • Suburb as Site: Creating a Global Collaborative Art Environment in Secondary Art and Photography Classes
  • Through the Lens of the Museum Curator: Teaching Compositional and Digital Literacies to Curate a Folio of Process and Product in Art Education
  • Curating the Self (a/r/tographer).
  • Scicurious as method Learning from GLAM young people living in a pandemic about cultivating digital co-research-creation spaces that ignite curiosity and creativity
  • Knowledge building in 21st century: Learners, learning and educational practice
  • What the arts teach and how it shows (in the time of COVID-19)
  • Post studio methods: being scicurious as a site for research
  • ‘Kindness and empathy beyond all else’: Challenges to professional identities of Higher Education teachers during COVID-19 times
  • You will need Markers or pencils Paper Process Sitting back-to-back, one person tells a story while the other person draws it. If you are the person drawing, use scale to highlight important elements or minimise less important elements. Draw key elements in a large scale, and less important elements in a small scale (or omit them completely). Go back and enlarge elements of the drawing if needed. Show the picture to the person who told the story. Discuss the picture. Does the story teller feel that their st

KATHRYN COLEMAN's public data