Falmouth in Focus – Fine Art

In this series of articles we’ll be casting our gaze over some examples of practice currently being undertaken at Falmouth University. We work extensively with a variety of subjects and often find that the learning experiences are as diverse as those teaching on the courses.

This month we’re focusing on Fine Art  within the Falmouth School of Art. Neil Chapman and Mercedez Kemp recently chose to implement a digital feedback process for dissertation tutorials using the VLE and Google Docs.

The process makes use of the VLE as the point of reference for booking a tutorial and within each booking there is the facility to attach a link. A Google Doc is then created for each student and the notes from the tutorial are contained within. This approach borrows elements of the SAMR methodology, but instead of substituting the technology we are combining and augmenting it. We make use of the functionality of the VLE as a central resource for students and augment it with Google Docs, which has the benefit of facilitating synchronous feedback and allowing both staff and students to take notes/comment in one place.

Feedback on the use of the new method is currently being sought from the current students, but Neil added: 

“For my own part, the new method has helped me to keep track of tutorial reports. Previously, I’ve found myself emailing attachments to students, sometimes receiving attachments back in return, then having to collate that material. On the cons side, students have not been as proactive using their editing rights as I would have liked.”

Trying a new technology out can be daunting and time consuming, but here the team are making the best of institutional  and modern web tools to provide continuity and timeliness of feedback, aligning appropriately to the NUS charter on assessment and Feedback (2010)

A Lens on… play for learning

In this series of articles, the Educational Technology team will be providing an insight into existing practice using technology for learning and teaching at Falmouth University and various projects being undertaken within the sector.

Play is an essential part of childhood development. Play encourages social, physical, cultural, emotional and mental development and is enshrined in the United Nations Rights of the Child (UNCRC, 1989). It is defined as activity associated with recreational enjoyment or pleasure and can be voluntary or intrinsically motivated. It is appealing to play as it has less construct and there isn’t a right or wrong way to do it.

Play isn’t confined to childhood as Chrissi Nerantzi, Principal Lecturer in Academic CPD at MMU notes “Play helps us go back to who we really are as human beings, full of life, curiosity and wonder. Creatures who are not afraid to be different, even silly at times and ready to try different things.”

Within the University, space needs to be created to facilitate play. This could be through accredited routes such as a PGCHE or through educational development workshops. At Falmouth, we’ve seen constructs from PGCHE cohorts of paper aeroplanes and boats, giant bubbles, campus maps made of waste materials, pop up galleries and bridges built out of straws that have resulted from collaborative challenges and playful activities.

Technology can facilitate and encourage play through game based apps or by using devices to document processes, communicate and collaborate with each other. Our ‘Hunger Games’ scavenger hunt creates a space in which to play with communications technology and the team provide iPads and logins for common social networks, so staff can have a go without signing up for services. Using Open Source Technologies might also facilitate this. For example, you might set up Pinry to explore Pinterest like curation or Diaspora as a short messaging alternative to Twitter. Sandstorm also lets you play with a range of web tools, without having to install or configure them.

Play lends itself to a constructivist approach, where the learner is the information constructor and learning can happen through multiple attempts and failures. Lego Serious Play has been used in the business and education sectors for a number of years now and facilitates the creation of lego artifacts to promote shared understanding of a concept or goal. The first playful learning conference took place this year and there is also a G+ Community for playful learners.

Institutions and individuals need to make space to play, as it can help us reflect upon and transform our educational practices in new and creative ways. For more information on any of the approaches and tools listed, contact the team.

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#AltC 2016

This year, I had the opportunity alongside two colleagues from our Ed.Tech and wider ICT team to attend the Association for Learning Technologies conference. ALT are a professional network of those interested in Ed. Tech. across all areas of education.

I captured my experience on Twitter and by making notes in our team’s slack channel and I bring them together here in my Storify of #AltC 2016.

Falmouth in Focus – Fashion Photography

In this series of articles we’ll be casting our gaze over some examples of practice currently being undertaken at Falmouth University. We work extensively with a variety of subjects and often find that the learning experiences are as diverse as those teaching on the courses.

This month we’re focusing on Fashion Photography within the Fashion and Textiles Institute. ET caught up with Senior Lecturer, Clare Ball to discuss how technology is used to enhance learning in the subject area and specifically in relation to the JISC/NUS Good Practice Principle, ‘Prepare Students for Digital Workspaces’ :

Image by Eliot Baker BA (Hons) Fashion Photography

As educators we need to ensure the systems we provide to support or enhance learning are actually systems that benefit the students, that are keeping current with methods used in industry environments and that connect with the ways students interact with technology, which is very different to the ways we might interact as tutors.

We ensure that we are integrating the use of the VLE (Learning Space) with all teaching, for example all content is available on the VLE and students are directed here as a point to ask questions in forums etc. as a method to encourage discussion and community.

We also encourage the use of mobile devices to document work and have designed an induction activity that tasks student’s with documenting the local area to help orientate themselves and each other. They post pictures to social media throughout the activity and it ends with an evening of games on the beach, so students are interacting with each other online and in person.

Alongside Learning Technologies, students are expected to be able to use industry standard applications, such as Adobe’s Creative Suite.  To fully understand a large post-production tool like Adobe Photoshop takes time and practice – therefore the teaching of this is embedded into every project with an encouragement to build on the techniques learned in these sessions.  We also give students the opportunity to practice skills under guidance and supervision in workshop sessions.

To ‘Prepare students for digital workspaces’ is something we concentrate heavily on in the 3rd year of the course as, for Fashion Photography, an effective online presence is essential to attract clients and promote work.  We support and encourage our students to develop their ‘professional’ social media sites and websites etc. to ensure they have a solid digital presence prior to graduation. However there is only so much that can be taught within each specific course. Many key areas mentioned in the JISC/NUS benchmarking document could not be covered within the course structure but would be massively beneficial, for example enabling “Students [to] produce professional quality digital artefacts and showcase these in public spaces”.  

I believe it would be a great benefit to students to have access to learning, support and guidance that would help them to further develop their online promotion as an extra curricular offer.  No student can be a master of all areas; website design and online marketing are huge areas to tackle on top becoming proficient in their chosen subject area and so having a specific resource that could offer this service I feel would ensure students from all subject disciplines could begin to have this professional quality of online presence on graduation.

Falmouth in Focus – Professional Practice

In this series of articles we’ll be casting our gaze over some examples of practice currently being undertaken at Falmouth University. We work extensively with a variety of subjects and often find that the learning experiences are as diverse as those teaching on the courses.

This month we’re focusing on Professional Practice sessions, that run alongside or as part of undergraduate modules.

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Mark Williams, Learning Technologist within Educational Technology discusses his involvement:

For the last few years, I’ve had the opportunity as the team’s Point Of Contact for the Falmouth School of Art and Academy of Music and Theatre Arts to work with students on our Fine Art, Theatre and Acting degrees on the theme of digital capabilities and building up an ecosystem of tools that support our professional practice.

The workshops cover aspects of digital identity, social media practice, horizon scanning and the intersection of art and technology and are aimed at students are who are considering their professional digital identities and creative outputs online.

For the Online Ecosystem workshop with Stage 3 students, I use a default session plan and presentation format which is updated for each session, and as part of open educational practice, everything is licensed through Creative Commons. I’ve recently added some contextual notes, so people can reuse/remix if they like. The sessions take direction from the students, so discussions relate to the subject area; especially those around target audiences and examples of current practice utilising technology.

Topical resources like the internet in real time help contextualise the session and provides an insight into the mass of creativity, content and data that we are sharing. Prior to the sessions students provide examples of social media and technology practice in their areas; such as Amanda Palmer’s work rethinking the relationship between artist and performer.

Depending on how long the session has been timetabled for, an optional task takes the form of planning and delivering a two minute Elevator Pitch on a new product that may or may not relate to the discipline. The focus here is on the ways in which technology can support promotion, communication and collaboration and the skills we might require in order to use it.

Feedback has been wholly positive. There exists a broad range of digital practice amongst students, particularly in the area of social media and these workshops have enabled those that are more experienced to support those that wish to know more. It is also an incredibly useful way to understand how we occupy the digital landscape; in the time since set up the workshops, mobile device ownership has increased from roughly 50-100% and technologies such as SnapChat stories and YikYak have emerged, facilitating new ways to broadcast and communicate information.

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