Category: Workflow

In the second seminar about values, ethics and teaching we were asked to look at UAL’s current Climate Justice resources on Canvas. There was a lively debate around the topic, with some suggesting that UAL’s climate initiatives just don’t go far enough and they could be a lot more radical in their approach.  

I was delighted to see Escobar as a suggested alternative text, even though it wasn’t officially in this year’s reading list, however I was familiar with the reading as it was the basis of one the MA UX project briefs. The headline of the brief was titled “Design a set of pluriversal household objects” this particular brief explores the idea that, design acknowledges that there is a new way of looking at our current planetary existence that is many sided, multiple, transgenic, multi species, deeply entangled with non-human, systemic, and infrastructural entities.  

As visions for the future are not created in a bubble; they are co-created along with those that will live with their effects. Visions for the future should inform solutions in the present. However, much of pluriversal and transition thinking that has been embraced in the field of design has focused on the idea of ‘innovation’ – new ideas that spur new products and services. In reality, societal transitions involve two major shifts: a build-up, and a break-down.

The university is first and foremost a business, driven by growth and profits – focusing on this type of innovation isn’t sustainable for the future. I think we can learn a lot from Escobar’s ethical standpoint on design, one that does not emphasise constant growth and novelty but values what we already have.

Bibliography: 

Escobar, A. (2018). Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds. Durham, NC: Duke University Press. 

In our second PgCert Seminar we focused on the topic of Knowledge and Values of Teaching, we were encouraged to choose something from the unit reading list related to values and ethics and make some notes about whether you agree with it. This blog is an extension of those thoughts.  

Bell Hooks is a name that I am familiar with, but this was the first time I had read the book “All About Love” which explores the ethics, values and significance of love in both individual and collective lives. She asserts that love is more than a feeling; rather it can be an intentional choice. These same values can be applied to pedagogy as well as its educational context. 

As educators, I believe it should be our responsibility to create an atmosphere conducive to learning that promotes a sense of community and belonging. To do this effectively, we must be willing to listen and empathise with the students’ and their diverse backgrounds and experiences.  

Hooks also puts an emphasis the importance of honesty and vulnerability in relationships in her book. Teachers who demonstrate this kind of vulnerability with their students create an atmosphere of trust and openness, enabling students to share their own thoughts and feelings more comfortably. Although I’d argue that boundaries must be implemented to ensure wellbeing of both students and teachers.  

Through love and empathy, we can foster creativity, critical thought, and inclusion by elevating love above all else. Hooks’ vision that love has transformative power can guide our pedagogical practices in meaningful ways. 

Bibliography:  

hooks, b. (2000) All About Love. New York: HarperCollins 

In our first Seminar we were asked to read Allan Davies (2012) article “Learning outcomes and assessment criteria in art and design. What’s the recurring problem?”

This article examines the the recurring problem of assessment criteria and learning outcomes in art and design education. While assessment criteria are necessary for effective teaching and learning, they can also limit creativity and discourage experimentation. The author suggests taking an adaptive approach to assessment that takes into account each student’s unique work processes and characteristics. Ultimately, successful art and design education requires both flexibility and balance when it comes to assessment methods. 

From reading this article it highlights that as educators we must find a way to balance clear learning objectives with assessment criteria while still encouraging creativity and individuality. This made me reflect on when I was studying my Undergraduate degree and the ambiguous wording in the assessment criteria. 

Ambiguity was a theme that came up often in our Seminar that day and one of my peers said to paraphrase “Teachers, like their students must learn to love the questions, as they come to realise that there can be no final answers.” this really resonated with me as teachers, we’re often seen as experts in our field, but we’re also lifelong learners.  

I think it’s essential to be honest about our limitations and knowledge gaps, this can be humbling but also liberating. By embracing ambiguity, we are acknowledging nuance and complexity in the world around us, which allows us to appreciate its possibilities more fully – an approach which teachers should model and encourage their students to adopt. 

Bibliography: 

Biggs, J. (1999). Teaching for quality learning at university: What the student does (Vol. 33). SRHE and Open University Press. 

Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons. 

Davies, A. (2012) Learning Outcomes And Assessment Criteria In Art And Design. What’s The Recurring Problem? – Arts And Culture. 

Freire, P. (1970). Pedagogy of the oppressed. The Continuum International Publishing Group Inc. 

In our first workshop we were to give a short presentation to our tutor group to introduce ourselves and share something we’ve found about pedagogy. This blog post is about the article I shared in this session and what I learnt about it. 

Ever wonder how technology and teaching intersect in the classroom? Tim Fawns’ article, “An Entangled Pedagogy,” examines this connection. He emphasizes the need to go beyond a binary view of technology and education. 

Fawns begins by outlining the traditional approach to technology in education, which was often at odds with pedagogy. Technology was either seen as either an aid to teaching or a distraction from it. He asserts this is an outdated view that fails to account for the intricate relationship between technology and teaching that exists today. 

Fawns offers an alternative framework to comprehend this relationship. He suggests that technology and pedagogy should be seen as inextricably linked, with each playing a vital role in the other’s formation. Technology is no longer just an aid for teaching; it has become part of what makes up learning and teaching itself. This intertwining allows us to devise creative, new methods of instruction which seamlessly incorporate technology into the learning experience. 

Fawns’ article was an inspiring read that challenged me to reflect on my own experiences in technology and pedagogy. This article also allowed me to reflect on the potential downsides of technology in education.  

Fawns’ article challenges us to move beyond simple dichotomies in technology education. Instead, we should strive for a complex approach that recognizes and respects the evolving relationship between technology and pedagogy. 

Fawns, T. (2020). An entangled pedagogy: Looking beyond the pedagogy–technology dichotomy. British Journal of Educational Technology, 51(6), 2113-2125. doi: 10.1111/bjet.12978