In this article Jim Nottingham, the new head of IT at UAL discusses his role, explains the complexity of working in IT and talks about the future challenges facing the higher education sector, with CSM student Paulina Jawor. Continue reading
The Tangible Embodied Interaction 2015 conference and workshops, led by Bill Verplank and Wendy Ju, took place at Stanford University in mid-January. As would be expected from a multi-disciplinary gathering there was a broad range of perspectives shared, prototypes exhibited, and collaborative creative investigations initiated. Of particular interest was the presentation about the pioneering work of Interval Research that brought the question from MIT Media Lab’s Hiroshi Ishii – who summed up many recent conversations I’ve been having – “If we knew all of this in the 90s then why did it all go into the black hole of the smartphone?”. Indeed, across the 90s and early noughties there was much work undertaken in industry and university research labs, and artists’ and designers’ studios, that really needs to be revisited to inspire and inform today’s researchers and practitioners. Continue reading
As we are well aware, due to a series of changes in technology, economics and the web, the global higher education landscape is shifting and impacting the ways in which students learn, how they engage with one another and with the University. In this complex world where much formal and informal learning is undertaken online and on the move, and with increasing interest at the University of the Arts London to provide solely online or blended learning provision, Jo Morrison (Digital Projects Director) and Darren Gray (Head of e-Learning) led a workshop to investigate online education. This article provides a quick background to distance education based upon the discussions that took place amongst the workshop participants, which in turn provided a base for the subsequent investigation. Continue reading
Digital Present is interested in understanding the impacts of students’ personal mundane technologies on their learning lives. In this article CSM MA Applied Imagination student, Paulina Jawor, explores how smartphones are adopted by students as part of their art practice and looks at the work of her peers. She also looks briefly at how smartphones became integral to the conceptual and making processes undertaken by CSM MA Design students for the recent Blythe House project.*
A common thread running through the projects shown at Creative Technology Day was the aesthetic and affective qualities of the work. As makers, who are actively engaged in combining digital stuff (software, code, data…) with material stuff (sensors, fabric, micro-controllers…) and space (physical, virtual, hybrid), the importance of creative engagement and critical inquiry was evident in the work of all participants, including BBC Learning, Nesta, Microsoft Research, V&A, Thornhill School, Winton Primary School, Calvium and Technology Will Save Us.
Along with the show and tell sessions, presentations and making workshops, a set of discussions took place on the day. This article provides an insight into the conversations amongst participants from the educational, technology and cultural sectors. Continue reading
Central Saint Martins and the V&A are exploring the archives at Blythe House. As part of the process, in October 2014 the museum’s James Sutton joined Jo Morrison, Elizabeth Wright and the second year MA Design students to discuss some of the research undertaken to date. This swift article uses the theme of ‘frames’, and shares some of the ways in which frames, and the act of framing, were investigated during the workshop. Continue reading
There is no collective understanding of what is meant by digital literacy within Art and Design Higher Education. Yes, we use the term, it is part of the educational lexicon, simultaneously it can be a funding theme, a staff development activity, and a catch-all for safe, acceptable and discerning practices online. With the term ‘digital literacy’ so pervasive and already embedded in multiple ways across many educational institutions, one could understandably question whether it is it important to have a common conception of what digital literacy means within an individual art and design institution? Continue reading
Ian Thompson, University of the Arts London’s Head of Extended Schools Partnerships, coordinated the schools’ engagement in Creative Technology Day 2014. Here, he takes a moment to feedback on aspects of the event.
“It was fantastic to be part of an event that brought together people with different expertise, backgrounds and ages around a common curiosity: How can technology be put to creative use.” Continue reading
Cavan Pledge, Head of Art at Hillview School in Kent, and a key partner in Creative Technology Day 2014, reflects upon his experience of the event held at Central Saint Martins on Thursday 2 October.
“It was an exciting and unique event, which provided participants with a vast ‘tree’ of information connecting Primary School computer coding, Secondary School implementation of the new Computing Curriculum at the roots, with a broad trunk of creative application and exploration at HE Level to a canopy of creative individuals, businesses and cultural organisations using cutting edge computer technologies in a range of specialist applications.” Continue reading