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This paper presents an interpretation of freehand drawings produced by supply chain management undergraduates in response to the question: “What is sustainability?” Having to explain sustainability pictorially forced students to distill what the essence of sustainability meant to them and provided insights into how they perceived sustainability and their roles in achieving sustainability in the context of supply chain management.

Students were asked to draw and answer the question “What is sustainability?” These drawings were discussed/interpreted in class. All drawings were initially examined quantitatively, before a sample of four were selected for presentation here.

Freehand drawing can be used as part of a critical pedagogy to create a visual representation to bypass cognitive verbal processing routes. This allows students to produce clear, more critical and inclusive images of their understanding of a topic regardless of their vocabulary.

The authors offer this as a model for educators seeking alternative methods for engaging with sustainability and for creating a learning environment where students can develop their capacity for critical self-reflection.

This study shows how a collaborative learning experience facilitates learners demonstrating their level of understanding of sustainability.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2022-0718

This paper aims to present an interpretation of freehand drawings produced by a sample of final year degree level learners in response to the question: “What is civic engagement”? The aim in using this approach, with final year degree learners from different countries, but pursuing the same degree, was to compare and contrast their understanding of civic engagement.

Learners completed their drawings and then discussed their drawings in small groups. All of their drawings were initially examined quantitatively before a sample of six drawings were selected for in-depth qualitative examination.

Using learner-generated drawings enables learners convey visually what can be challenging to verbalise. After the exercise, some learners discovered that they had a good basic appreciation of civic engagement.

Describing civic engagement pictorially forced participants to think about what the essence of civic engagement was for them.

This study shows how a collaborative learning experience, rather than a competitive comparison of performance, facilitates learners readily demonstrating their level of understanding and appreciation for civic engagement.

The five basic steps outlined in last month's article brought the student to the task of preparing a pictorial view from an orthogonal drawing. This, together with the reverse but easier technique of producing an orthogonal drawing from a pictorial view, is the foundation on which can be built the ability to produce lucid freehand sketches or formal drawings.

CorelDRAW, version 2.0, is, basically, a drawing program that includes sophisticated handling of a variety of fonts; it is much more powerful and flexible than the Paintbrush drawing program that is bundled with Windows 3.0. It is, however, neither a wordprocessing program nor a desktop publishing program. Nevertheless one of the prime uses of CorelDRAW could be to prepare illustrations and creatively styled text to be incorporated into a document being prepared in a wordprocessor or desktop publishing system. The people who have designed and developed CorelDRAW have managed to produce a tool that is, on the one hand, complex, powerful, and infinitely capable of accommodating creative expression and, on the other hand, simple and straightforward in design, engineered to accommodate the human visual sense and manual dexterity, and provided with one of the best introductory packages available with a software program.

Reinterprets data from an empirical study conducted in 1987 – the Nick Experiment – concerned with the interaction between technology, team and task. Combines data with anecdotal evidence. Reports gains in meetings quality and effectiveness. Comments on the potential effectiveness of the messaging facility on the electronic workstations and the electronic blackboard. Comments strongly on the value of field experiments and case studies – as opposed to controlled experiments – to obtain realistic data.

Lecture recording provides learning material for local and distance education. The TeleTeachingTool uses the very flexible screen recording technique to capture virtually any material displayed during a presentation. With its built‐in annotation system teachers can add freehand notes and emphasize important parts. Unlike other screen recorders, our implementation offers slide‐based navigation, full text search and annotated scripts, which are obtained by automated post‐production. This article presents how automated analysis generates indices for slide‐based navigation on the fly and how to achieve live interlinkage of annotations with slides so that annotations disappear when a slide is changed and are made visible again when returning to that slide later during presentation, although screen recorders generally do not provide an association of annotations with slides.

Since its inception in 1876, Queensland’s premier agricultural and pastoral show and largest annual event, the Brisbane Exhibition, has provided a forum in which to observe and reflect on the achievements, values, development and scope of Queensland’s education system. The inaugural constitution of the Exhibition’s host body, the National Agricultural and Industrial Association of Queensland, drafted by the first headmaster of Brisbane Grammar School, Thomas Harlin, listed among its objects: ‘To award prizes for the attainment of proficiency by the youth of the colony in specified subjects’. In its first twenty‐five years of annual shows, the Association met this objective at a modest level through its schoolwork category, with the notable exception of 1883, when it sponsored a highly successful Juvenile Industrial Exhibition. Examination of both the regular schoolwork category and the Juvenile Exhibition reveals the elements of the local curriculum that the Association deemed appropriate for inclusion in its annual shows, while comments from newspapers, educators and other individuals on the quality and nature of the schoolwork displays offer insights into the context of and aspirations for the colony’s education system.

The purpose of this paper is to understand the usefulness of an agile social learning method in higher education to build capacity for sustainable development at the community level. Social learning methods intend to empower students (and instructors) to work together in connection with real-life issues – combined with acquiring a conceptual understanding – to analyze issues at hand and work out solutions. The agile format of the method was aimed at a subject that is adaptive and responsive to change to empower the students to take action toward sustainable development.

This study was based on a case study methodology where the running of the subject was documented and analyzed for two years. The target student group was maritime professionals who had an interest or were in a position to work with developing sustainable solutions in their home organizations (mostly in developing countries).

The results of the analysis indicate how the students learned about environmental, social and economic spheres of sustainable development and their linkages; how the subject format stimulated the students to develop different “learning paths” between the three spheres of sustainable development, which enabled a multi-faceted understanding of sustainable development issues; and, finally, how the students were able to design evolvable sustainable development solutions.

The results indicate both the novelty and usefulness of the agile social learning method to build capacity for sustainable development through the subject designed for higher education.

THE great intake of unskilled labour into industry and ‐the fighting services during the War has made a heavy demand for perspective drawings; drawings that can be readily understood by those who have not the experience to read the plain engineering drawing. In this country these drawings arc mainly used for instruction and maintenance handbooks, although in the U.S.A. they are also being very largely used for shop assembly drawings.

The purpose of this paper is to explore drawing as an instructional method to teach information literacy.

The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method.

Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy.

This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions.

This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.