In our first task of the morning, we had to divide up into sub-groups on our table and take 20-30 minutes to (re)read a case study provided by the course.
Our group decided on the case study on: Improving teaching: Enhancing ways of being university teachers (Giorgia Dall’Alba, University of Queensland, Brisbane, Australia, 2005)
When reading through the case study and pages, I noted / marked certain sections that seemed interesting to me/ stood out. Before beginning to read the article, I first had to clarify important terminology in orderer to accurately respond to the text:
Epistemology: The theory of knowledge, especially with regard to its methods, validity, and scope, and the distinction between justified belief and opinion.
Ontology: The branch of metaphysics dealing with the nature of being.
Epistemology in the service of ontology
The case studies enlarge raises the question of how to be better University Teachers. The following points listed are a culmination of important points raised in the article, as well as personal points of views added in order to further inform our group discussions.
Course aims to extend well beyond teaching techniques.
So, epistemology is not seen as an end in itself, but is in the service of ontology.
More organic and more innate learning
my argument here is that a focus on epistemology at the expense of ontology falls short of what higher education programs can,
For example, if we consider the transformation expected during transitions from student to doctor, economist, engineer, teacher and so on, it becomes apparent that knowledge and skills are not sufficient, in themselves. Knowledge and skills acquisition does not ensure skilful practice.
Maybe intuition and exploration as a means of creativity (Ontology) to inform Practice (Epistemology)
Understanding knowledges in this way calls into question a conventional notion of knowledge transfer or acquisition, in which authoritative knowledge is transferred or acquired while remaining unchanged.
I, as university teacher, cannot simply transfer knowledge about teaching to course participants. Instead, they create, enact and embody the knowledges they encounter through the course to varying extents and in a range of ways, both individual and shared.
Personalisation and customisation of teaching experiences
Instead, learning in the course involves transformation of the self in relation to the social practice that is university teaching.
They explain that ‘what are commonly called skills are not activities to which we give anything of ourselves’ (p. 26; emphasis in original). In other words, by reducing teaching to skills, ontology is not addressed.
Martin Heidegger
The real teacher, in fact, lets nothing else be learned than—learning.
I see the course as a form of collaboration among colleagues in which we all learn, in contrast to a conventional student–teacher model.
Requires and demands more flexibility, compassion and social skills whilst teaching.
Group Discussion about the article
The lived experience, bringing individual points of views to the table
Learning to be in the process and not focusing on the outcome
Group Presentations
Intro
Reflections
Progression
Other Group: Neoliberal Race in Public Universities
Shifting from social rights to personal responsibilities
The issues of privatisation: Only students of privilege can study
Issue of home students vs. international, being able to afford tuition fees vs. not being able to afford tuition
A degree form another UNI, with name recognition that buys a student a job
Structures of market might dictate educational system and how/what is being taught.
What are the policy makers within a government and how do they influence education
Conflict of interest in terms of Economical Model (Capitalism), a system of imbalance
During our Icebreaker, we had to “recount and share a positive educational experience from your past that has remained memorable and vivid:
Sarah: Was teaching 20 years ago for 4 years. Just recently getting back into teaching has shown her an array of changes that have taken place, not only technologically but also methodically. Student bodies are entirely different and expect more from a course nowadays.
Eleni: Introduced a new way of student collaboration by including students across all years within a single class and Unit. The feedback has been largely positive, younger students being able to learn from the experience from older ones.
Knowledge and Values in Education
To what extent is teaching motivated, informed and structured by lived experience and acquired knowledge?
What do we know in order to teach well?
Knowledge of subject
Gage student knowledge
Application of knowledge into career
Contextualise knowledge in regards to industry
Ability to be flexible
Time and space
Equipment and resources, rooms, etc.
Empathy and compassion
Being able to share briefs and knowledge with other tutors
Knowing what happens in industry as well as globaly
What values inform the way we teach?
Policies beyond strategies
Collaborations
Transparency
Personal growth
Community
Distinguish:
Values, ethics, morals, beliefs, duties, principles and guiding principles and attitudes. Can you order these dome way?
Articulated values vs. tacit values
How these relate to one another in the educational context of teaching and learning
To belief in community
How we can possibly take ourself out of the class by facilitating the structure and not the content
Tacit values are the beginning of the exploration, unspoken and subliminal content.
UKPSF
The UK Professional Standards Framework:
Supports the initial and continuing professional development of staff engaged in teaching and supporting learning
Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/or professional settings
Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning
Acknowledges the variety and quality of teaching, learning and assessment practices that support and underpin student learning
Facilitates individuals and institutions in gaining formal recognition for qualityenhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities
McVeigh’s study
Personal values vs. institutional values
Interaction between students and tutors creates the basis of knowledge in an ideal case
Experiences, both students and tutors are highly subjective and ever so changing in recollection. The moment is changing quickly, the students as well, year by year.
It’s probably about facilitating/directing conversations, experiences.
One point that sparked my interest out of the Special Consideration Policy Document of Spring 2022 was the following: “1.4 Our Commitment: We aim to promote and ensure equality of opportunity and fair access to all our products and services including our qualifications.” The commitment broadly generalises and summarises several points that can be quite nuanced and complicated upon further examination. As an example, fair access can be tricky to be guaranteed. For one, not all students have the means to travel to and from UNI a couple of days per week. Although this is not necessarily the responsibility of the UNI, there are no further support systems for students who do not receive any financial assistance from family, relative, etc. Although there is the Hardship Fund, applications and processing are time intensive and often not effective.
Within the current framework of 2020, connectivity and the ability to collaborate with others is being highlighted. Collaborations with others, as well as fostering networks in order to contribute to communities and practices. The framework consists out of 4 stages that are integral to its implementation: 0 – Baseline, 1 – Awareness, 2 – Ideation, 3 – Shift. Out of the 4 stages, Awareness seems the most relevant and integral in present time (see Climate Justice for a more comprehensive reflection on approach and methodology).
Britain continues developing into a knowledge economy, the world of work is being transformed by new technologies, and today’s students need the education and skills to change work for the better. Our first guiding policy, therefore, is to give our students the education they need to flourish in a changing world.
Respect for persons recognises the capacity and rights of all individuals to make their own choices and decisions. It refers to the autonomy and rights to self- determination of all human beings, acknowledges their dignity, freedom and rights. An important component of this principle is the need to provide special protection to vulnerable persons.
Making Things Happen: Proactivity– the initiative, hard work and passion required to make things happen in society, in the community, and in the workplace.
Tell Someone The University does not tolerate any form of racism, bullying, harassment or sexual violence. If at any point you have concerns, or want to talk to someone in confidence, you can contact Tell Someone. tellsomeone@arts.ac.uk
Climate Justice
Explore the climate, racial and social justice principles
Practices of teaching and making recognise and display that human ecological identity requires a shift in action as well as thought. No longer accepting the practices of an extractive society. Instead practicing life- sustaining cultures, committed to the health of the world.
Create a (utopian) Climate Policy
Work up a renewed climate policy:
Define principles
Work out a process for stakeholders and who to involve
Define its scope
What would a map of teaching …
Professional Frameworks: What images does this conjure, architectural metaphors…more pliable process?
To identify the areas where, how and why you might incorporate…
Climate, racial and social justice principles
Link existing activity at a personal, classroom, course team, school/college and local global level
Note any gaps using g the integrating Educational Ethics in the Curriculum reflective matrix (this is connected with the UKPSF)
Add space/place for innovation or new activity
Other
Practices of teaching and making recognise and display that human ecological identity requires a shift in action as well as thought. No longer accepting the practices of an extractive society. Instead practicing life- sustaining cultures, committed to the health of the world.
Reflection on Framework and Awareness: How the model could be adapted and improved.
When taking a closer look at the current Framework and its 4 stages, it came to my attention that Awareness (stage 1) seems to hold the most potential for future adjustments and adaptations. Awareness is the “home” of many secret ingredients culminating in a potential concept or idea (ideation). Upon further reflection and contemplation as to how awareness could play a more significant role in academia and the visual arts, the question of research and expertise arises. On the topic of Climate Justice, it is important to understand that this very subject is of extremely complex nature. As the word “Climate” indicates, the subject is itself is of scientific relevance. It therefor is crucial to understand our role as creatives and storytellers within the context of visual arts. We are neither scientists nor experts on the subject of climate. As artist and designers, we are trained to visually communicate complex ideas. However, entering the world of science and its complexities requires further assistance and collaboration. Besides conduction preliminary research, it is of the essence to connect and work with experts on the subject matter. Specialists out of the private- or pubic sectors play an enormously important part in framing a project or conversation. Conceiving and designing a potential concept, idea and project requires a close collaboration with specialists in order to avoid any confusion or misinformation. Regarding the topic of Climate Justice, experts already nowadays agree to disagree. Scientist have reached a consensus in terms of urgency and messaging, but not in approach and application. Various scientific models reveal a wide spectrum of results, supporting an array of scientific claims. Scientists are trying to constantly gage the potential of new theories and approaches in problem solving. Amongst the ever so changing theories and scientific studies, artist and designers have little opportunity to orient them selves, let alone decrypting the chaos. It is therefor important to not take this matter upon ourselves, nor claiming to have any major agency or impact when marketing academic content. As artists and designers, we can certainly be of assistance on the matter, contributing our expertise where need be. However, it is important to realise our role, function as well as limitations within the field of science. When it comes to Climate (-Justice), the best we can hope for is an interesting, informative and conducive collaboration with experts, possibly giving life to a new project or idea in order to point towards adaptation and hope into into the future.
Today’s group session was focusing on individual micro teaching sessions we had to prepare in advance. Each member of the group had the opportunity to teach a brief, 20 minutes workshop or class surrounding an object or item we had to bring along. Some peers decided to work off a concept or idea, rather than presenting through an item.
As for my micro teaching session: I decide to experiment by taking a more pragmatic approach. In an attempt to teach tutees the technical concept of Manual Exposure in photography, my lecture made use of direct communication and a frontal teaching method by using the whiteboard. The biggest challenge was to work around the preconceived concept of hierarchy when teaching. By standing in front of tutees and lecturing in front of a white board, a sense of authority and expertise is subliminally being communicated. Setup, placement and orientation of tutees in relation to tutor implies directionality in both, presenting and communication. The focal point shifts away from the collective to the individual, effectively creating a center stage for the presenter. Furthermore, the abstract nature and complexities of digital technology risk the danger of disassociating and disengage a student body.
In order to counter act, both the perception of hierarchical teaching as well as the abstract nature of digital photography, I decided to actively allow and interweave humour, mistakes, malfunctioning and gamification throughout the session. Early on in my session I admitted to a mistake I’ve made when handing out my personal camera to the tutees. As I was trying to have tutees manually manipulate ISO, Aperture and Shutter Speed in order to achieve a correct manual exposure, the camera was set on full automatic. This mistake was not planed or intended to take place, but organically provided an opportunity to introduce and legitimising the concept of making mistakes as well as lacking expertise. Within seconds, my role temporarily transformed from being a tutor with expertise to being a partaker and tutee myself, still making mistakes. This single incident broke open the barrier and boundaries of admitting that we all at times simply do not know. Furthermore, it also levelled the playing field, effectively recalibrating the presentation into a conversation, setting all tutees as well as myself back to square one. I personally viewed this event and occurrence as the inciting incident and outset for the journey into our session.
As mentioned above, I’ve decided to bring my personal photography camera along, representing not only an item but also allowing tutees to physically touch and interact. Both, Aperture and Shutter Speed are physically allocated and visible on the camera body / lens. However, altering the ISO required more in depth knowledge and understanding of the camera’s internal Menu. As time was limited and students kept passing along the camera after trying to take a photo using manual exposure, the focus of achieving the objective (taking a correctly exposed photograph) quickly shifted back to the presentation in exchange. However, as tutees were able to touch and feel the camera, the abstracted and presented content presented on the white board began to manifest. Handing the camera from one tutee to the next after potentially “failed” attempts of taking a photo, introduced an element of gamification. Furthermore, by sharing not only the device but some of the despair when interacting with the device, a sense of unity and joint effort was palpable in the room.
Successful image taken by Kat Luzgina
Eleni opened the sessions and brought us along a journey into the world of meta-cognition. By using a camera device or phone, we were asked to explore the space within the frame through several exercises. Eleni was bringing awareness to our subconscious in relation to meta-physical spaces and their cognition. What one person perceives as a subliminal, claustrophobic and synthetic space to navigate, another person perceives as liberating in reference, framing and constraint. Together with Kat, we explored several options to push, pull and stretch out the frame, challenging a confined space. We also tried to control the frame, space and its content by occupying as much of the frame’s space as physically feasible.
Peju introduced us into the world of hand knitting and textiles. She opened the class by remaining silent, as well as splitting the group in half. By handing out visual instructions printed out on paper, she enabled Group 1 to follow instructions whilst she remained mute. Knitting along in silence but partaking in the activity, Peju demonstrated effectively how a group of tutees will take on the responsibility of self learning and teaching through active collaboration amongst peers. By not verbally assisting students in the classroom but non-verbally accompanying them along their learning journey, a heightened sense of self awareness through active learning and participation organically spread throughout our group. Much in contrast to Group 2, who was verbally assisted and shown brief demonstrations of individual instructions. Tutees’ focus shifted away from self-responsibility and active learning, relegating their efforts to Peru as the tutor. An odd symbiosis and repetitiv cycle was noticeable between individual tutees and the tutor. In exchange for information through direct interaction, tutees began to work in isolation and direct contact with the tutor, rather than collaborating with their peers.
Kyinat was introducing the concept and idea of a single item or place representing our current state, persona and our history. Her micro teaching session was focusing on embracing our past by thinking of a single instance (physical or conceptual) representing our whole. Object, places and stories quickly began to reveal deeply personal insights tutees were comfortable sharing. As a group, tutees and tutors all at once, we felt comfortable and trusting with one another to indulge in this exercise. However, there might be further implications when exposing younger students to such a task and content. As students nowadays are often struggling with mental health, this exercise could potentially backfire and open a can of worms. Parameters would have to be set in place in order to guide a younger student body more closely, managing both anxiety and expectation.
Michiko took the micro teaching opportunity into a different direction, both conceptional as well as geographically. By introducing us to the concept of Tsukumogami, Michiko asked us to picture (and draw) an item set in 200 year’s time. What would the item look like? Would it still be “alive”? Where would the item be? What would its environment look like? Tsukumogami is the concept and idea of objects taking revenge on humans by not being able to disintegrate/naturally fade away/pass away/dissolve. As humans are fabricating and manufacturing all sorts of object in conjunction with a materialistic system and society, objects are not being consulted or asked if they’d like to exist. Assuming that any object manufactured has a life of its own (spiritually as well as physically), its lifespan will potentially exceed ours. As humans, we are biodegradable by nature and will organically disintegrate. However, most objects that are being manufactured these days are not biodegradable. Oil based plastics have a life up to 250 years once produced. Imagining that a majority of objects will exist on our planet well beyond ourselves, the idea of these objects trying to take revenge on us is not far fetched. As Michiko explained: Audible sounds and noises at night are an uncomfortable reminder of these objects having a life of their own, eluding to the great damage we have done (and still do) to this planet. A nightly parade of these objects serves as a stark reminder that their presence and deterrable soul will be haunting all of us alreayd now but certainly into the future.
“Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements oar answers.”
Do we all have to revert into a student role/ should we be all learners?
Taking risks, feeling comfortable to do so, feeling/sensing a level of trust. Online differs from in person teaching.
Involving students into an experience, with all senses
The Icebreaker brought up an interesting and important question: When engaging with a student body, should we consider our role to be an active learner and participant as much as a tutor?
Upon reflecting on this question and proposition, I’ve come to realise that there is an absence of hierarchy and order in all of my classes. When I began teaching at RISD shortly after graduating from the school, I continued a teaching- and learning practice/ philosophy from teachers I was exposed to myself. As a student at RISD, there was little to no hierarchy felt when in studio. Teachers clearly set the schedule and perimeters of the class and projects we were working on. However, as most studios felt like a creative exploration and experiment, the teachers often didn’t know themselves where students would wander on their creative journeys. Hence, I’ve approached teaching in a similar fashion. I didn’t know of any other way to approach and engage with a student body and their creativity. It felt natural and comfortable. Furthermore, engaging as a teacher and tutor kept me engaged and involved in every single student’s project. As I was actively participating and assisting/guiding students along their journey (staying away from suggesting ideas or imposing my own views), I was learning to manage and coordinate this social experiment that differed teaching into the same Unit each year. My active participation and engagement allowed me to learn, adapt and adjust the content and course of the class in a flexible fashion. Therefor, the classes remained vivid, current and calibrated to the student body and its energy.
Learning Design Workshop #1
Teaching Artifact Feedback
FEEDBACK
Pre, and Post Session Feedback for students
Prime students prior to them taking the class
Follow up as a check-in and revisit material
Students switching off projects along the way, continue working on somebody else project for a brief moment
Writing a screenplay/role playing , screenwriting.
Document research and journey, focus on more detailed recounting/stating/steps taken along the way
The question of I (eye) the self and avoiding the responsibility of having a voice by escaping on a more generic subject matter.
Individual thinking, young students who don’t have much to say.
Be clear on Assessment Criteria
Not the individualistic attitude but the originality, and criticality on thought.
The groups feedback upon presenting my project brief (Hiding Place) was mainly positiv and encouraging. The idea of customising a student’s journey by implementing and interviewing a tangible, physical location (such as a city) in order to trace a students (learning) journey seems to have resonated well. As the project brief focuses on experiencing, working and building on “moments”, initiating and advancing a process, moving the class outside seems a conducive for for students and tutor alike. The question of documentation of the process along the way was raised. As an all encompassing and engrossing journey (out in a city) can be distracting and easily lend itself to a seamless experience of sequential moments, students might struggle to document and interrupt their process in order to analyse.
Summarising a lot of content within a short amount of time
All students get the same info at the same time
How the question is phrased (language) possibly makes it easier
Draw-backs
Student drifting off
They don’t want to speak up because of large numbers, maybe start out with a simple question where there’s no right or wrong answer
Small Groups
Accessibility to tutors
Easier for issues to be noticed and addressed
More dynamic learning
More participation
Cliques and friendships, students being singled out.
Bigger workload for tutor
Personal 1:1 tutorials
More intimate
More personal
More pastoral, focusing on issues outside of UNI
Students feel less intimidated
Student has to respond, can’t hide behind a group
Can build trust, self-confidence,
It’s very time consuming
Takes a lot of resources
Lack of parity, information changes over time.
Loss of peer learning, not collaborate
Crits
Helps practicing pitch
Feel pressure to say something
Student who can speak better come off better, even if the project isn’t all that great
On Pastorals/Personal Tutorials
Personal conversation about how far we each need to go to assist students on an individual level in time of crisis.
Important to keep it professional and not personal. It’s not our personal responsibility, but our professional within our function.
As year-groups, cohorts and class sizes vary at UAL, the question of teaching approaches and methodologies pose an interesting challenge. When reflecting on Personal Tutorials (or Pastorals), the absence and void of other opinions and voices seem to be the most prominent factors to consider. As individual, one-on-one meetings are (at times) crucial for students to share their thoughts and feelings, the conversation does unfold in isolation. At times necessary for both, student and tutor to exchange information, it does shift the focus onto both parties, singling out opinions and that can’t be contested/assest by a third party.
In my opinion, small groups are an effective way to balance both, intimacy and social interaction, without the additional pressures of time and space. Both, time and space are a challenge when interacting with a larger cohort (large groups). The individual becomes anonymous and naturally retreats into the background. Although there are always a hand full of students speaking up and voicing their opinions (actively participating), the majority usually feels uncomfortable doing so. Hence, many important contributions and additions to conversations remain unspoken.
Today’s session was an interactive presentation on the up and coming observational (peer to peer) teaching practices. As we have to define and provide our tutor and peers a couple of dates to visit one of our teaching sessions, we’ve also read a case study prompting a following discussion. I joined the following topic, question and discussion:
How to include, define and discuss political content in an academic environment?
An interesting and intriguing conversation and discussion followed. It stood in relation to Macfarlane’s 2004 case study: To what extend should tutors be involving themselves and their own, personal perspectives into political discussions? Can they be avoided? Should such topics and discussions be avoided and ignored? Should a tutor be obliged to state their personal point of view as well as angle and intent?
All of these questions above strike me as rather complex and multilayered. As the world around us has changed in a rather significant way, we’re facing all sorts of challenges of various forms and nature. Challenges that somehow, unlike any other time era, have become hyper-charged topics and subjects, polarising audiences. It is a polarisation that allows for very little nuance and grey-area when discussing almost any topics or subjects. Under these circumstances, the approach and engagement of all parties (student and faculty) involved has changed. This very outset and circumstance seems to have changed the quality and nature of the discourse, for better or worse.
Both examples state a lack of tutor engagement and involvement with the student body. In both cases, the tutor is either a distraction to the class and student body, or distracted by external factors (research). The question as to why it is we teach came up. What is the essence of teaching? What wider role does teaching play by nature? Are we teaching for our own sake of simply teaching, or do we try to aid and assist others in moving forward? What does teaching within an art context in 2023 look like?
Teaching art and design often requires students to “find their voice”. The process of making within the field of visual arts demands attention to detail and recognition of the state of self, in communication and calibration with the outside world. It is often a highly individual journey for students, not progressing at the same pace and ideally exploring various terrain. Therefor, no journey seems to be alike. Hence, it is (and has always been) my conviction as a tutor and academic, to assist each student individually to the fullest extend possible. However, taking this approach requires a tremendous amount of resources and oversight, especially when engaging with a large student body. As this customised and individual approach naturally shifts the focus onto the student and away from other engagement, it remains a challenging task and act of balance.
During our first workshop, we were asked to give a brief (5 minutes) presentation and introduce ourselves. This included our function within academia, previous history as well as our creative practice.
Following the presentations, we were put into breakout groups in order to discuss something we learned about pedagogy and/or pedagogic research and any questions it raised for us. Out of all topics posted, the 3 most voted on got selected for a larger group discussion. I was fortunate enough to have mine selected as one out of three.
The questions below were the ones I posted on the Padlet Board in order to attract a discussion.
On customising the learning experience for large student numbers:
How can we facilitate each student and their unique learning experience in order to maximise their creative output and outcome.
How can students foster a personal- and creative understanding of their own educational journey [taking on responsibility]?
How can education enhance a more customised learning experience when implementing a pedagogical approach?
How will students feel seen, appreciated and valued again?
Changes their work ethic, involvement and engagement.
Assisting students in taking on responsibility in developing their own tools and criticality.
A student’s time at UNI is unique and once in a life-time. It’s their time to dedicate to themselves; How can we assist each student on their unique journey?
The conversation in our group was quite vivid, energised and at times even a bit emotional. We exchanged personal experiences and thoughts on school environments, classes and student engagement. There was a wider consensus that vast student numbers and a lack of resources (both staff and facilities) impact student engagement. Large cohorts contribute to a feel of anonymity and therefor hinder a palpable sense of identity. Bare classrooms and infrastructure induce a lack of visual identity that transcends into the teaching and learning experience. Students have therefor difficulties identifying themselves with their environment; Student engagement and participation is being jeopardised.
