Abstract
A fragmentary understanding of professional group ecologies in postgraduate design contexts led to the emergence of this study. Professional group ecologies became the backdrop to understanding professional practices within the site of social media. The aim was to gather visual evidence and reflective insights of Postgraduate Design Chinese International student “lived experiences” (Kemmis et al., 2014), and to reveal any tacit knowledge and practices associated with professional identity formation and connectedness in social media ecologies. A visual and textual multimodal approach to research design engaged self-documentation (Mattelmäki, 2005) of participant experiences through a reflective probe (Loi, 2004), network mapping, avatar creation, and online discussion. These creative forms were embedded within a three-layer framework that gave opportunity for participants to visually and textually demonstrate how they associated their “lived experiences” in academic, professional and informal group ecologies. The ecologies of practice framework of “sayings, doings and relatings” (Kemmis et.al. 2014), and the emergent themes of visibility (Lemon, 2016, McPherson, Budge and Lemon 2015; Boyd, 2014), belonging (Lemon, 2018, Bridgstock, 2016; O’Keefe, 2018; Cochran and Antonczak, 2015) and initiative (Daniel & Daniel, 2015; Bridgstock, 2013; Pollard and Wilson, 2013) facilitated the methodology of the study.
Presenters
Meg LommPhD Researcher, Art and Design Faculty, University of New South Wales, Australia Kim Snepvangers
Adjunct Professor, Faculty of Education, Southern Cross University, Queensland, Australia Arianne Rourke
Associate Professor, Faculty of Art & Design, University of New South Wales
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2020 Special Focus: Visual Pedagogies: Encounters, Place, Ecologies, and Design
KEYWORDS
Professional Group Ecologies, International Students, Professional Identity, Connectedness
Digital Media
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