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
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
The 2014 DeL conference took place in Texas in September 2014. It brought together academics from Canada, America and Europe to explore the impact of digital technologies on the evolving pedagogic landscape, and asked how these transformations are influencing art and design teaching practices. Through a series of presentations, workshops and panel discussions, the event questioned how we can maximize the potential of digital technology to improve student learning.
The University of the Arts London made a broad and deep contribution to this international conference, sharing research, case studies, futures thinking and technical know-how.
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
University of the Arts London’s (UAL) Siobhan Clay manages the digital platform ‘commonplace’ that has had over a quarter of a million hits. Here she discusses the project.
“When asked to write about commonplace for the Digital Present Blog it seemed like particularly good timing. I was due to give a short presentation to Camberwell, Chelsea and Wimbledon student ambassadors, so this was a good refresher, and it had also been some time since I’d been asked to articulate the project to colleagues and students – so a great opportunity to engage with a potentially new audience who might not know about it and might want to get involved, so here goes… Continue reading
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
Following on from Digital Present’s article about the meaning of data, this post tries to reveal the meaning of digitally related institutional jargon. UAL’s Digital Integration into Arts Learning project (DIAL) has been doing much work over the past two years investigating multiple aspects of digital literacy within arts and design HE. In the DIAL project year one evaluation report an issue was raised of “structural presentation and communication beyond DIAL’s immediate interlocutors within UAL and beyond JISC. There is a tendency to assume a shared understanding of terminology and of decisions to change use: for example ‘open educational resources’ have at different times been called ‘open education’ and ‘open resources’.” (Year one DIAL Evaluation Report Duna Sabri October 2012). Continue reading
The New Year and new term kicked off with a reminder that CSM final year students are half way there, as four MA courses showed their ‘Work in Progress’ at this year’s interim show. MA Textile Futures, MA Industrial Design, MA Communication Design and MA Narrative Environments exhibited their projects at the end of CSM’s Street – to gain insights, feedback and critique from colleagues, students, staff and visitors. Here, second year MA Innovation Management student Rita Fernandez describes the work of some students who are exploring relationships with digital technologies. Continue reading
According to the University’s Disability Champion, Natalie Brett, ‘there is a link between creativity and dyslexia which points to higher levels of dyslexia amongst creative people’. With 19% of UAL’s home students having declared a specific learning difficulty, enabling digital inclusion, or e-inclusion, is a core element of the University’s provision to support students with learning difficulties; helping to advance their digital literacy and subject knowledge. Continue reading
In its broadest sense assistive technology is understood as any device that enables people with disabilities, however, in the context of the University of the Arts London it is a device or software that is used to support learning. This support covers a third of the university’s staff and students who are estimated to fall on some spectrum of the dyslexia scale, in addition to the large international student body that may seek language support. As an MA student at CSM, I am aware that at least one of my twenty-eight classmates has and receives tutoring for dyslexia, while the majority of my cohort are non-native English speakers and use a variety of tools to support their learning.