Nicki Wragg
Biographic Data
| ID | 8902382 |
|---|---|
| NAME | Nicki Wragg |
| GIVEN NAMES | Nicki |
| FAMILY NAME | Wragg |
| SIGNATURE | WRAGG N |
| AFFILIATIONS | Swinburne University of Technology |
| ORCID | 0000-0002-0259-504X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Embedding Authentic Learning
Authentic learning is widely recognised as critical for graduate employability, yet embedding it across curricula presents challenges, including resourcing, time for redevelopment, and managing large-scale cultural change. Scalable approaches require pilot studies to explore how authentic learning principles can be implemented and scaffolded effectively. This paper presents a case study of an Australian university’s co-created ‘Authentic Learning…
Improving satisfaction in design education
Design shapes our understanding of the material world and our experience within it, and is taught in universities worldwide. Design students’ development relies heavily on feedback processes that mirror authentic professional practice. Professional designers must consider feedback from stakeholders throughout the design process and consider its application in the development and production of a final design outcome. The important skill of receivi…
Online communication design education
Traditions associated with the physical studio in design education have obstructed translation to an online model. Literature on design pedagogy reveals the studio is considered essential for design education. This perception can be traced to the atelier model in the fine arts, in which students practised under a master. This method also underpinned the early twentieth-century development of design curriculum at the Bauhaus, whose mission was to …
No prominent works on this page.
Online communication design education
Traditions associated with the physical studio in design education have obstructed translation to an online model. Literature on design pedagogy reveals the studio is considered essential for design education. This perception can be traced to the atelier model in the fine arts, in which students practised under a master. This method also underpinned the early twentieth-century development of design curriculum at the Bauhaus, whose mission was to …
Improving satisfaction in design education
Design shapes our understanding of the material world and our experience within it, and is taught in universities worldwide. Design students’ development relies heavily on feedback processes that mirror authentic professional practice. Professional designers must consider feedback from stakeholders throughout the design process and consider its application in the development and production of a final design outcome. The important skill of receivi…
Embedding Authentic Learning
Authentic learning is widely recognised as critical for graduate employability, yet embedding it across curricula presents challenges, including resourcing, time for redevelopment, and managing large-scale cultural change. Scalable approaches require pilot studies to explore how authentic learning principles can be implemented and scaffolded effectively. This paper presents a case study of an Australian university’s co-created ‘Authentic Learning…
Art Education and Development (2 works) · Curriculum (2 works) · Higher education (2 works) · Higher Education and Employability (2 works) · Architecture, Art, Education (1 work) · Art (1 work) · Authentic assessment (1 work) · Blended Learning (1 work) · Blueprint (1 work) · Computer Science (1 work)