afternoon presentations and discussion sessions
Sessions 8 - 14 - took place from 11.15 to 12.30
Future reading: the Liquid Course Reader
Dr Joanna Zylinska
Reader in New Media and Communications, Goldsmiths, University of London
This session considered the feasibility of using a Wikipedia model to write and edit course books. It did so by introducing the idea of the Liquid Reader: an innovative, student-centred, customisable learning tool which involves students in curriculum design via collaborative work on an ‘open’ course reader. Moving beyond the traditional format of the photocopiable study pack, the Liquid Reader seeks to engage art, design and media students in a dynamic pedagogic process of devising fluid, open-access, online course materials. The content and form of the reader are negotiated, updated and altered by students themselves, under the guidance of the tutor. Promoting the socially significant ‘open scholarship’ and ‘open learning’ under the Open Access agenda, such liquid readers can be easily disseminated, free of cost, across the art, design and media community nationally and internationally.
Sparking Sustainability Workshop
Senior Lecturer in Radio in the School of Arts, Media & Culture, University of Sunderland
The ‘Sparking Sustainability’ project aims to give media students (and staff) the time and space to reflect on what sustainability means for them, without setting pre-defined boundaries of what the concept ‘normally’ means. While ostensibly ‘about’ producing broadcast, print or online stories/ content covering sustainability issues, they set up workshops and developed teaching and learning interventions to develop sustainable media practices. They also encouraged students to actively participate in alternative ‘community-led’ media (including the community station SparkFM) which, combined with media studies, can offer them a critique of and alternative to the mainstream media. The inclusion of teaching about community media in practice enables students to explore and experience how community media projects themselves need to achieve long-term sustainability. This workshop discussed teaching sustainable communications practice to media students, using sustainable methods of media production and development.
Best-practice Pedagogy in Media and Communications: The Quality Assurance potential of Teaching Exchange Workshops (a ‘meta-workshop’)
Dr Anna Feigenbaum
Assistant Professor, Department of Social Science, Humanities and Communication Studies at Richmond, The American International University in London
The image below links to a pdf of the handbook
In this ‘meta-workshop’ Dr Anna Feignbaum* introduced participants to the designing, organising and implementing the ADM-HEA funded project that developed innovative “Teaching Exchange” (TE) Workshops. These TE Workshops respond to the need for a proactive, collaborative and reflexive ‘ground-up’ approach to quality enhancement and quality assurance. For the ADM-HEA annual forum, she began by briefly discussing existing models for quality assurance and enhancement, pointing to literature that is critical of various aspects of this quality control.
Then she ran a specially tailored ‘meta’ version of the TE workshop. In addition to hands-on participation by attendees, she opened up discussions about how interactive activities between teachers can better our educational practices, generate action points, and reduce feelings of alienation and disconnection in the workplace. The aim with this ‘meta-workshop’ was also for workshop participants to learn how to run a Teaching Exchange so that they could ‘take-away’ these activities and use or adapt them for their own future staff development. As with their regular TE Workshops, after the event Anna and Mehita will produce a ‘best practices and problem-solving’ mini-handbook based on the knowledge shared at the day’s workshop to be freely distributed to participants.
* Dr. Mehita Iqani was the “Teaching Exchange” workshops project partner; she was in South Africa at the time of the forum and unable to present.
Learning outcomes and the affective domain
Part-time Lecturer, Institute for Performing Arts Development, University of East London
Learning outcomes relating to the affective, rather than the cognitive, domain are only recently–and cautiously–emerging in relation to sustainability and sustainable design agendas in higher education. Dealing with values, ethics, and aspirations this area is full of potential for enabling transformative learning, but also presents problems in a climate of assessment-led teaching that demands fair, reliable and feasible measurability. This presentation looked beyond the specific area of sustainability to ask how consideration of the affective domain relates to our broader goals in arts education; how we value creativity, unpredictable or emergent outcomes, innovation, and areas of learning that are not, or perhaps cannot, be formally assessed.
Using social media as part of academic practice
BA Degree Leader in Web & New Media, Birmingham City University
Many of us already use Twitter, LinkedIn, blogs and other social media in our personal lives, but how can we effectively use them in our role as art, design and media educators and researchers?
This session discussed a number of ways in which social media can be used:
1. to develop institution-industry networks
2. to develop student-industry networks
3. as an informal news channel
4. as an informal research tool
5. as an interesting object of study
6. as a “water cooler” space.
Sophie Demay, Polly Hunter and Bethany Wells
Department 21, Royal College of Art
This presentation will be published asap, sorry for any inconvenience.
Over the last 18 months, Department 21 has sought to facilitate student-led, collective and open-ended working environments within the Royal College of Art, as an intentional counterpoint to the outcome-driven and insulated departmental culture found within current educational structures. Through negotiating a variety of spatial, organisational and departmental contexts over the last year, the project has revealed the need to create space to address wider questions about the underlying structures of creative education.
Drawing on their experience in facilitating a range of experimental interdisciplinary workspaces within the RCA, Polly, Bethany and Sophie reflected on three key challenges that have arisen for them during the course of the Department 21 initiative. In response both to the immediate found context of the RCA and to the current political climate, they opened out these into areas for discussion, inviting the audience to participate in a dialogue about potential strategies for enabling the emergence and support of critical spaces within art, design and humanities education.
Dr Sarah Atkinson
Course Leader FdA Broadcast Media, University of Brighton
This presentation introduced i-mpact, an open educational resource (OER).
i-mpact responds to the challenges faced in the area of media practice, specifically in relation to sourcing and innovating high-quality contemporary visual materials for teaching and learning. There is a need within the field, for a specialist repository, which houses and distributes uncut and un-manipulated professional video footage, the raw materials for filmmaking, visual storytelling and editing. Within the i-mpact application, videos, visual materials and production documents can be uploaded and downloaded by students and academics, under Creative Commons Licensing. These resources can be used for teaching exercises, assignment work and peer review. In a broader context, the project aims to work towards developing OER procedures and policy in this specific area of media practice shared resources.
The presentation aimed to prompt discussion and debate about the possibilities and challenges of OERs in the Art Design & Media Subject Areas.
back to main presentations page