Sustainability and learning: Aesthetic and creative responses in a digital culture

Sclater, Madeleine Fiona

doi:10.1177/1745499918771185

Cited by 12 publications

(14 citation statements)

References 25 publications

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“…For example, the physical or virtual studio The four datasets drawn from the manual and automatic surveys © 2020. environment in art and design can be understood as an 'activity system'. Similarly, working from a home environment is another example of an activity system, both of which have a defined set of rules, boundaries, tools, mediating artefacts and divisions of labour (Sclater 2018). It is argued here that the new online or hybrid environments that institutions are creating for their learners and educators, particularly as a consequence of COVID-19, are resulting in the further migration of learning into 'new activity systems' where physical and online institutional environments and home/domestic environments start to intersect.…”

Section: Narrative and Thematic Analysis Of The Survey Datamentioning

confidence: 99%

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Marshalsey¹,

Sclater²

2020

Int J Art Design Ed

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It would seem that technological campuses of tomorrow have manifested in 2020 as an essential spontaneous response to a world event. This article examines the current crisis in physical art and design studio learning in higher education as a consequence of the COVID‐19 outbreak and the sector’s response to the fast‐track conversion of blended learning to a distributed model. Universities are focusing on virtual community building where group work, ‘crits’ and presentations are being carried out online. Moving assessment and engagement to online formats has consequences for practice‐based art and design courses: distributed learning changes how we teach and learn. This article discusses the implications of art and design studio education in a time of distributed learning. It considers the loss of control over a physically based, practical curriculum and the repercussions for students unable to perform to the depth and rigour required for creative art and design practice. Studio education is considered a signature pedagogy, and has a distinct set of guiding principles such as facilitating critical play, thinking and making, and a pedagogy of ambiguity. This article examines the successes and challenges of moving these pedagogical principles into distributed spaces to support student engagement, using Cultural Historical Activity Theory (CHAT) as a research framework. The article also examines pedagogical strategies that support students to engage in physical forms of creative practice that enable them to connect their lived experience in a time of crisis.

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Section: Narrative and Thematic Analysis Of The Survey Datamentioning

confidence: 99%

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Marshalsey¹,

Sclater²

2020

Int J Art Design Ed

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“…Basic observation of the users of online courses shows that they lack initial interest due to their everyday contact with and use of these devices, which could be termed as "electronic device use fatigue." When creating online courses, which are a necessary part of any blended learning, we must find new ways to motivate and attract users, so that the courses will be efficient in terms of students' learning progress and outcomes [12][13][14].…”

Section: Literature Reviewmentioning

confidence: 99%

Utilization of Linguistic Aspects of Bloom’s Taxonomy in Blended Learning

Pikhart

Klímová

2019

Education Sciences

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This paper presents findings from the practical implementation of Bloom’s taxonomy into the class of Intercultural Business Communication that has been taught for several years at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The class utilizes blended learning, and recently, Bloom’s taxonomy has been introduced into the online course. Research I tests the students’ satisfaction with the class before introducing Bloom’s taxonomy, and Research II tests the students’ satisfaction with the new approach using the Bloom’s taxonomy. The findings are as follows: the students realized the difference after the implementation of Bloom’s taxonomy into the online course; moreover, the students also evaluated the new course in a much more positive way than the previous one. Bloom’s taxonomy, therefore, proved to be enormously useful in this blended learning environment, and the present paper highlights the importance of such an implementation. As a consequence, blended learning courses using Bloom’s taxonomy will be more systematic and therefore more efficient. The results of this research show that proper linguistic utilization of Bloom’s taxonomy terminology proved to be useful, and the paper stresses the importance of systematic approaches in blended learning courses so that they are creative and attractive for the new generation of online course users. Considering the small number of participants, further studies are needed to confirm the results of this research.

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“…Much of the work was conducted with adult learners who were globally distributed and engaged in forms of collaborative continuing professional development. Sclater’s new sustainability project (see Sclater, 2018) focuses on identifying the characteristics of learning spaces (real spaces and online spaces) that will support the use of creative practices (for example, photography, film, performance, and environmental art) to address socio-ecological sustainability within multiple higher education contexts. This collaboration will occur between inquisitive partners from different fields and focus on different uses of these spaces for interdisciplinary communication.…”

Section: Learning Spaces: An Expansive Concept In the Technologies–lementioning

confidence: 99%

Technologies, learning and culture: Some emerging themes

Lally

Sclater

Brown

2018

Research in Comparative and International Education

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This paper reflects on some of the themes emerging from a consideration of recent research at the nexus of technologies, learning and culture. The authors comment on the expansive nature of the concept of learning spaces in papers featuring an investigation of technology enhanced learning (TEL) and communication design studios in the UK and Australia, the use of interdisciplinary research collaborations to develop novel implementations of TEL learning spaces, and the challenges of developing an e-university in Malawi. They also examine a comparative study focused on classroom-based learning spaces augmented by computer-based assessment technologies, and the role of TEL both within and in response to protests at universities in South Africa. Massive open online courses are then considered as distinctive educational designs that may offer diverse student experiences, either formal or informal. The next emerging theme considers the sources of tension and richness arising from the widely divergent values that can be embedded in TEL. This is followed by consideration of infrastructural issues and the technologies–learning–culture nexus, followed by the use of theory in TEL work, leading to interdisciplinary theory-informed TEL projects that may be beneficial in the wider project of reimagining higher education for work and study. Finally, the paper examines the theme of mobile TEL and the hegemonic issues surrounding the building of sustainable and authentic foundations for learning with mobiles in the globalised South. The theme points to the methodologically challenging and problematic aspects of this hegemonic analysis and considers how the arguments may be further developed.

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Sustainability and learning: Aesthetic and creative responses in a digital culture

Cited by 12 publications

References 25 publications

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Utilization of Linguistic Aspects of Bloom’s Taxonomy in Blended Learning

Technologies, learning and culture: Some emerging themes

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