Online learning: mutuality and desire

 

Copyright Svala Regnars, MA Photojournalism, LCC

Copyright Svala Regnars, MA Photojournalism and Documentary Photography, LCC


I was struck by the comment of Sarah Kante, a recent UAL graduate, who explained, “What really is missing in an online learning environment are the creative physical environments, the people we meet, and of course, the technicians we all rely on so much.” Coincidentally, the previous evening I had read an interview with CSM technical specialist Billy Dickinson who, when asked about his biggest creative inspiration, replied “The students. It’s inspiring to be constantly surrounded by new ideas and be challenged to support them in finding different ways to realise their visions.”  Whilst not wishing to provide a schmaltzy article about an apparent love-in between students and technicians, I do want to highlight how important these reciprocal creative and respectful relationships are, and how vital they are to a successful and socially constructed art and design Higher Education (HE) experience.

Yes, the calibre and commitment of CSM’s technical staff is impressive; they are as good as it gets. But what I want to take for a wander in this post is the concept of mutuality – the active role of the social situation in the spatial context. However, the focus will be the virtual learning environment, i.e. the digital space, so I’m going to shift attention from the emotional creative relationships in the 3D workshop space, and ponder whether the form of social solidarity that Sarah and Billy expressed can be fostered and sustained in an online art and design learning environment. Continue reading

Digital literacy: alternative virtual learning environments

Workflow e-portfolio digital environment

Workflow e-portfolio digital environment

In order to continue the exploration of digital literacy within an art and design HE setting, this post focuses on online distance learning. In particular it mulls over alternative perspectives and seeks fresh ‘ways-in’ that may help to adjust our collective e-Learning spectacles.  As such, it is hoped that a stroll around virtual learning environments (VLEs), and alternative online environments, will prove useful. Desire and virtual communities are the conceptual areas framing this swift adventure. So, one question might be ‘are there valuable insights to be gleaned from alternative virtual spaces that could influence the ways we provide for students online at Central Saint Martins?’ Continue reading