I’m currently reading a book that reveals the findings from a two-year research study into those who ‘hack the city’ – i.e. trespass without causing harm to anyone or anything. I have been reminded of an exploratory project I undertook with an international cohort of researchers at CHI 2014. We experimented in ways to reveal the hidden urban infrastructure and to enable citizens to recode their normalised routines in city space through creatively exploiting the system’s fractures. We called this ‘surprising the system’.
To transgress and take risks, to creatively circumvent rules and expectations, and to probe disciplinary boundaries are at the heart of what goes on in Central Saint Martins’ teaching spaces, such as workshops, seminars and libraries. Continue reading →
Welcome to CLTAD, the UAL Centre for Learning and Teaching in Art and Design. Responsible for the development and support of staff, the centre also develops online tools: at the centre of which is Moodle, the core of the new Virtual Learning Environment. Whilst you are probably familiar with Moodle, CLTAD also develops and maintains other tools that not only support teaching but also enhance the UAL students’ learning experience.
Sarah Kante had a chat with Mike Kelly, who is responsible for the development and maintenance of the myblog.arts and Workflow platforms. From the development of custom e-learning tools, to implementation and feedback from the users (you!), Mike takes us behind the screen. Continue reading →
The University-wide implementation of Moodle – a major element of the new Virtual Learning Environment (VLE) – is in full swing, as one of a number of Digital Life projects currently being undertaken by UAL. The Blackboard plug is being pulled – so to speak – at the end of July and Moodle will be taking its place. So imminent is the migration that three MA courses at CSM have been using live Moodle sites since January. Continue reading →
Together with Technical Developer Sat Anandhan, John Jackson – CLTAD’s Educational Developer (eLearning) – has been involved in UAL’s Online Assessment Tool (OAT) project since its inception. Here he discusses OAT’s journey so far and plans for the future.
OAT is an online assessment grading and feedback tool developed by CLTAD to support the delivery of high quality and timely assessment feedback to students throughout the university. Available to course teams as an optional alternative to using the Word based assessment feedback forms, it was used for the first time on two courses (one London College of Fashion, the other London College of Communication) in late December 2011.
This workshop explores the ways in which digital video and audio can be used to improve learning and teaching. Participants will be introduced to some of the tools and techniques used for creating and distributing video and audio resources and have the opportunity to produce a video and/or audio resource using the available hardware and software tools.
A flexible approach is taken to the delivery of this workshop to ensure that areas of particular interest to participants receive the most attention. Continue reading →
This workshop will stimulate you to think about the benefits and challenges of open practice, develop the necessary skills and motivation to practice more openly, and provide you with resources for you to promote open practice in your own colleges, departments and course teams. During the workshop you will work with other participants in the development of strategies to address the challenges and barriers to sharing. Continue reading →
Hywel Davies leads CSM’s BA Fashion Communication with Promotion (FCP). In 2010, he was invited by CLTAD to help develop and co-ordinate the project ALTO (Arts Learning and Teaching Online) as a representative from CSM.
The Centre for Learning and Teaching in Art and Design (CLTAD) is leading the university’s transition from Blackboard to Moodle. The aim is for Moodle to be fully implemented and available to all UAL staff and students by September 2013.
To help colleagues and students find out about Moodle, CLTAD has developed a really useful and user friendly website called Life after Blackboard. On it you can also see an interactive illustrated map of the UAL’s VLE (virtual learning environment) which clearly visualises the suite of digital tools, including Moodle, that is available to all courses. The VLE provides a set of tools that allows lecturers to create and deliver course content and assessments, and communicate via the internet.
Workflow is an e-portfolio learning tool piloted by students within the BA Graphic Design course between January and June 2011. Developed by the Centre for Learning and Teaching in Art and Design (CLTAD) and led by Senior Lecturer Cath Caldwell, the objective of the pilot was to use learning technologies to create a reflective PPD portfolio tool. Students were encouraged to upload their work to create digital portfolios and gain confidence in their own writing and editing.
Here, Cath talks us through the initiative; its aims, outcomes and benefits for both student and practitioner.
September’s all staff Digital Literacy event provided an opportunity for colleagues to find out about some of the ways in which digital tools and social media are being used at CSM.
To start off Shan Wareing, UAL’s Dean of Learning and Teaching, provided a contextual overview of ways in which digital technologies are being approached at the university, CLTAD’s Nancy Turner fed back on key themes arising from the recent international conference ‘Designs on E-Learning’, and Angus Eason gave an update on MOODLE. They were joined by CSM colleagues who gave quick-fire presentations about their own uses of digital technologies to support the student experience.
It was acknowledged that we are experiencing radical shifts in the variety and complexity of HE provision globally – for example, the current blossoming of massive open online courses (MOOCs) adds to the fluidity and multiplicity of educational provision, and provides new environments for learning. This evolving and complex educational landscape is one in which digital technologies are playing an increasingly significant part, and as such, staff and students need to become digitally literate. Continue reading →