Experiential learning in practice as research: context, method, knowledge

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is 'aesthetic experience', not as it is understood through traditional eighteenth century accounts, but as 'sense activity'.

In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art.

Experiential learning in practice as research : context, method, knowledge

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is ‘aesthetic experience’, not as it is understood through traditional eighteenth century accounts, but as ‘sense activity’. In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art.

Motivation, self-assessment and tacit knowledge in e-learning context selection

Formal consideration of the links between students' Motivation, Self-Assessment abilities and Tacit Knowledge is shown in this paper to provide a useful model (MSATK) for planning postgraduate, Web-based education. The design of effective e-Learning courses requires a Learning Framework that emphasizes contextanalysis within knowledge-mediated processes. Contextual analysis ensures that self-assessment will be effective in complex domains that rely on Web sources of experiential knowledge, usually accessible as Professional practice models that employ diagnostic tools for scenario simulation processes. Demographic trends now facing Japan and Western countries, and the knowledge management support requirements of global e-Learning initiatives are challenging the value of current selfassessment processes. Building a Culture of Critique is highly desirable, but the lack of an Learning Framework that reflects student ownership of their learning process has obscured the need for tools to correctly interpret domain contexts, or for student freedom to drive the need for modified scenarios. The value of a Learning Framework that links motivation, tacit knowledge, selfassessment practice and contextual analysis is examined in this paper with consequential implications for Web support.

Contribution of objective and subjective attributes to the variation in the whiteness and brightness of commercial mohair sale lots

Colour properties are measured prior to the sale of merino wool as they are of commercial importance when greasy wool is sold and when wool is dyed. With the paucity of knowledge of the colour properties of commercial mohair, this study aimed to identify and quantify the factors affecting the brightness (Y) and yellowness (Y-Z) values of commercial lots of Australian mohair. The research database comprised 520 sale lots (>500,000 kg mohair), which had tristimulus tests, and was sold during the period 2001–2009. Mohair was subjectively classed and sale lots objectively tested using international standard methods for mean fibre diameter (MFD, μm), fibre diameter coefficient of variation (%), International Wool Testing Organization (IWTO) clean wool base (IWTO yield, %w/w), vegetable matter (VM, %w/w) and the tristimulus values X, Y and Z (T units). The tristimulus values of Australian mohair were affected by the objective measurements of MFD, VM%, the subjective classing of stain, cotting, kemp and length and by the year and selling season. Variation in Y was more easily predicted with 90.5% of variance explained by the best model compared with variation in Y-Z, where the best model explained 51.6% of the total variance. Visually assessed properties of the mohair were very important in separating mohair of different Y properties, accounting for almost 80% of the total variance, but were far less important in accounting for the variance in Y-Z, accounting for about 9–10% of the total variance. The most important effects on the Y of mohair were associated with subjectively determined fault categories determined before the sale of mohair. In particular, stain fault explained about two-thirds of the variance in brightness of mohair sale lots. Stained mohair had much lower brightness than mohair free of stain but stain fault explained very little of the variation in yellowness of mohair sale lots. The extent of the differences in tristimulus values between seasons and years were not large for Y but were more important for yellowness (Y-Z), and these effects are likely to be of commercial importance. Generally, brightness decreased and yellowness increased as MFD increased up to about 30 μm. Both cotting and kemp fault were associated with reduced brightness and increased yellowness. The effects of VM% on tristimulus values were small. IWTO yield was associated with changes in tristimulus values, but in the best model, IWTO yield was not a significant determinant. This study indicates that commercial Australian fleece (nonfaulted) mohair was essentially white. Faulted mohair on the other hand exhibited poorer colour characteristics. The mohair subjectively identified as stained prior to sale comprised all the mohair which would be regarded as not white, and this investigation indicates that the effect of staining is on the brightness of mohair rather than the Y-Z measurement. Unlike the situation with merino wool, there was little relationship between the naturally occurring contaminants, as measured by the IWTO washing yield, and either Y or Y-Z.

The development of the nutrition and activity knowledge scale for use with people with an intellectual disability

Background Obesity is an increasing health problem for many Australians, no less so among people with an intellectual disability. Behaviour change aimed at improving nutritional intake and increasing levels of physical activity is a requirement for the reduction of obesity. An essential part of this process is to first ascertain the level of knowledge and beliefs people with an intellectual disability have about these behaviours.

Methods The aim of this study was to develop and psychometrically evaluate a scale to assess levels of nutritional and physical activity knowledge among people with an intellectual disability.

Results Seventy-three people with an intellectual disability completed the interview-rated scale at time 1 and 66 of them completed it again at a 3-week re-test.

Conclusions The scale demonstrated strong factorial construct validity, high internal consistency and good temporal stability. The applications of this scale in future research and in intervention programmes are discussed.

Productivity and the knowledge worker

The industrial age of Taylor and Ford transformed the landscape of office buildings. Office spaces were very uniform and highly supervised. People were units of production. Their work activities were routine. Work study, or "time and motion" studies measured outputs.

The current "information age" way of working, combined with major demographic shifts in the workforce (Gen-Xers, career-shifting Baby Boomers and a greater number of women and minority ethnic groups in the workforce), requires major changes in how to support service industry productivity. The motivations of knowledge workers are very different from those of the industrial age worker. Commitment to the organisation has gone as a result of business re-engineering processes that increased productivity but at the expense of job security. Workers are more likely to be "goal-focussed" rather than "prevention focussed" (Meyer et al 2004 2 ) meaning that instead of doing only what is necessary to retain their job, workers actively seek more meaningful work that matches their personal value systems. They even want to have fun at work!

What contribution can the workplace make to support this work and increase productivity? Surveys have indicated that workers spend more than 75% of their time in their own office space with more than half of that time spent in concentrated work. Concentrated work requires quiet with few distractions, yet workers report that distractions are probably the biggest problem hampering their productivity. What are the current workplace solutions to office space usage? Probably the worst option for distractions is frequently used – open-plan offices, which are a more cost-effective use of space, but at the potential expense of productivity. Visioning architects such as Duffy (1999)3 advocate quiet spaces ("dens") where workers can decamp to carry out their concentrated work. But is this workspace as efficient for the worker – who may have to transport materials back and forth?

Workers know what they need to support their productivity best. On the rare occasions when the staff have been given the opportunity to configure their work-settings, high productivity increases result. Besides noise, environmental quality is perceived as a key factor influencing productivity. Stuffy workplaces generate lethargy. Greater worker satisfaction with their workplace is reported when they have more individual control over the environment.

We need to seriously question the "one-size-fits-all" office building with cellular layouts. Workers need to be involved in the design and fit-out. They need personal control over their environment and an organisation that can support their individual aspirations and values. A number of interventions that could generate significant improvements in knowledge work productivity are proposed.

Risk and resilience, knowledge and imagination: the enlightenment of David Almond's Skellig

In what Ulrich Beck calls "risk society," and Anthony Giddens a "runaway world," a climate of fear and insecurity has been created by scientific progress, leading to a loss of confidence in the ability of experts to manage risk. Resilience is at the forefront of psychology research informing child-rearing strategies (Luthar, et al.); it entails an approach to child welfare that focuses on fostering internal (psychological) and external (cultural) assets that develop a child's ability to triumph over adversity in the form of individual, familial, and cultural stresses.

Bounded and unbounded knowledge : teaching and learning in a web 2 world

beginning of serious problems for the business models of publishers. The ease with which content can be accessed, copied and distributed disrupts the control of those whose role has been to manage and profit from the intellectual property rights of content producers. In effect, the number of “publishers” increased many fold as the Web and other Internet-based technologies became the dominant mode of content distribution. In education, and in other fields, matters of intellectual property, copyright and quality control came to the fore. More recently, with the advent of web based software that makes publishing online available to anyone with access to the Internet the number of “publishers” and modes of publication have increased massively. The shift from a Web which was, for many a read only environment to a read/write Web poses not only ongoing problems for the traditional distributors of content but also now, for the traditional producers of content and knowledge. In this respect, the role of universities as designers and producers of learning materials for credentialed learning is also under challenge. Just as publishers explore alternative business models to adapt to the new digital environment, now universities have begun to explore new ways of working with so-called Web2 software to support teaching and learning online. In particular, some Web2 software affords new opportunities for and different modes of collaboration, which in the view of some points to student participation in knowledge production. While these developments represent important and significant shifts for universities, this paper draws attention to the lack of empirical data and situated contextual knowledge concerning intellectual property rights for knowledge constructed in a collaborative context. In addition, we explore issues in relation to the maintenance of academic integrity and quality where knowledge building takes place in a collaborative, online environment.

Objective and subjective measurements of office meeting rooms

This research is a preliminary investigation of the objective measurements ofthelmal comfort and C02 levels as well as subjective user evaluation surveys in six meeting rooms. The ongoing objective measurements were taken via thelmal comfort carts while the surveys evaluated parameters of temperature, lighting, air quality, meeting effectiveness etc. The outcomes are of particular interest since some of the objective measurements clearly to not support those of the users. In fact, the investigation has triggered off further interest in refining questionnaires to develop more precise indicators of 'discomfort'.
Furthelmore, meeting rooms present a challenge when it comes to conditioning spaces (HV AC design) which are sporadic in use and often with high occupancy for short periods. This paper investigates meeting rooms in four different buildings and their conditioning control concepts are discussed in relation to measured results.

Social entrepreneurship and experiential learning

Social entrepreneurship is a growing, but currently ill-defined area of innovation and business development. It is about accountability not just to commercial imperatives but to the wide range of stakeholders in a social enterprise, potentially an area of great tension. Social responsibility is about a commitment to society, entrepreneurship is usually understood to provide a business outlook on the enterprise – it needs to be sustainable commercially.

To educate the modern or millennial learner (born after about 1980 and grappling with burgeoning youth needs for creative employment development) into developing a small to medium enterprise with a social responsibility, modern postgraduate coursework programs have looked closely at experiential learning. This provides a performative learning through transforming theory into applied situations. The workplace based projects used for the postgraduate programs are effective immersive learning. This paper will include a case study of two postgraduate coursework units New Ventures in Creative Enterprise, and Building Creative Teams, part of a Masters in Communication/Creative Enterprise. These provide experiential learning about strategic planning for startup creative businesses, and work-based projects which build on interpersonal skills for ongoing success.