Abstract
Typically, risk is a difficult idea to communicate to undergraduates as it requires
a conceptual engagement with a project’s process. Without the experience of several
project iterations it is difficult for students to see the value such a tool can bring
to their work. The article will look at the use of ‘risk’ in relation to promoting deeper
reflection and critical enquiry by student groups engaged in media practice project
work. It will offer a model for best practice that has emerged from the author’s
own action research into the topic and present for discussion a range of emergent
insights.
a conceptual engagement with a project’s process. Without the experience of several
project iterations it is difficult for students to see the value such a tool can bring
to their work. The article will look at the use of ‘risk’ in relation to promoting deeper
reflection and critical enquiry by student groups engaged in media practice project
work. It will offer a model for best practice that has emerged from the author’s
own action research into the topic and present for discussion a range of emergent
insights.
| Original language | English |
|---|---|
| Pages (from-to) | 103-109 |
| Number of pages | 7 |
| Journal | Art, Design & Communication in Higher Education |
| Volume | 10 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Apr 2012 |