Icebreaker
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 do we know in order to teach well?
- 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.
UK-Professional-Standards-Framework_1570613241-1Download
Defining Key Terms: Utopian Thinking?
- Policy
- Special-Consideration-Policy-Spring-2022-v4.0.pdf
- 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.
- Special-Consideration-Policy-Spring-2022-v4.0.pdf
- Framework
- Creative-Attributes-Framework-OVERVIEW-2020-FINAL.pdf
- 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).
- Creative-Attributes-Framework-OVERVIEW-2020-FINAL.pdf
- Strategy
- UAL-our-strategy-2022-2032.pdf
- 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.
- UAL-our-strategy-2022-2032.pdf
- Code
- UAL-Code-of-Practice-on-Research-Ethics-October-2020.pdf
- 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.
- UAL-Code-of-Practice-on-Research-Ethics-October-2020.pdf
- Principle
- Creative-Attributes-Framework-OVERVIEW-2020-FINAL.pdf
- Making Things Happen: Proactivity – the initiative, hard work and passion required to make things happen in society, in the community, and in the workplace.
- Creative-Attributes-Framework-OVERVIEW-2020-FINAL.pdf
- Guide
- Big-Welcome-part-2-LCC-guide-1-compressed.pdf
- 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
- Big-Welcome-part-2-LCC-guide-1-compressed.pdf
Climate Justice
- Explore the climate, racial and social justice principles
- Read Framework and suggestions for embedding them
- Look at one of the case studies
- Explore the further reading
Embedding Framework – Climate, Social and Racial Justice.pdf
- Teaching is Sustainability
- 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
- Work up a renewed climate policy:
- 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
- To identify the areas where, how and why you might incorporate…
- Professional Frameworks: What images does this conjure, architectural metaphors…more pliable process?
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.
