Learning Jam

Abstract

The purpose of this paper is to conceptualise 'Learning Jam' as a way of organising space, time and people through arts based pedagogies in work based learning. This form of encounter originated in Finland to challenge functional silo mentality by prioritising polyphony. Through the use of a 'kaleidoscopic pedagogy', Arts-Based Initiatives (ABIs) are used to collectively and subjectively reconsider practice. The research design is grounded in one of a series of Learning Jams co-created by practitioners from the field of arts and artsbased consultancy and academics from the field of arts, arts education, innovation and management, learning and development. The focus was on exploring the value of each participants work based learning practice through the lens of an Arts Value Matrix. Rancière´s critical theory was used to frame the exploration. The research questions asked; what are the ingredients of this creative, transformative learning space and in what ways can the polyphonic understandings that emerge in it impact on Work-Based Learning? Findings of this study centre around alternative ways of being in a learning setting where we do not defer to the conventional figures of authority, but collectively explore ways of organising, where the main idea is to lean on something-which-is-not-yet. A key research implication is that teaching in this context demands reflexive and dialogical capabilities for those who hold the role of organizing and facilitating spaces for learning and transformation. The main limitation is in stopping short of fully articulating detailed aspects of these capabilities. The originality and value of the practice of Learning Jam is that managers and artists explore the potential of operating as partners to develop new ways of working to realise organisational change and innovation.

A manifesto for higher education, skills and work-based learning

“…That said, and in contrast, there were also signs that some students can also find a level of agency to be able to navigate and attempt to change the situation (Wall, Tran and Soejatminah, 2016). Similarly, the notion of social innovation and change agency as a frame to design work based learning curricula seems promising (Alden- Rivers et al, 2015;Rivers et al, 2015;Pässilä et al, 2016). More practice research and development seems fruitful in the context of work based learning in higher education to promote these sorts of agencies and outcomes.…”

Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

“…In the digital era, higher education seeks to sustain the dynamics of work-based learning through creativity that, in turn, changes the way students learn. Pässilä, Owens, & Pulkki (2016) state that work-based knowledge deals with "engaging in the mode of creativity" to put forward imagination in performing dialogues, and revitalizing transformation. Each session of the dialogue performances encourages personal or collective participation as an integral part of transformative knowledge elevation.…”

“…The essence of this pedagogy offers an insight into collaboration or engagement that continues to be fundamental, but challenging. This notion of collaborative and dialogical learning creates new patterns of transformation, i.e., learning to reshape pedagogical paths (Pässilä, Owens & Pulkki, 2016) that become more diverse within higher education.…”

“…Workplace learning in UK, Finland, Denmark, and Australia is familiar to students because of its flexibility in terms of collaboration, partnership, projectbased, learner-centered and managed platforms of learning beyond transdisciplinary contexts (Garnett, 2016). In line with arts, learning rearticulates artbased values that preserve transformation, networking, inspiration and soft skills (Pässilä, Owens & Pulkki, 2016). The collaboration with institutions, communities, and stakeholders can strengthen students' competence, reduce costs and develop professional skills (Toledano-O'Farrill, 2017).…”