Technology, Learning Communities and Young People: The Future Something Project

Abstract

The Future Something Project (FSP), a two-year action research project, was devised to nurture the creative and technological talent of small groups of young people at risk by creating a structured network, mentored and driven by creative professionals exploring innovative ways for the two distinct target groups to work together. The project practice is located within the new field of Interaction Design and takes a social and critical approach to Art and Design pedagogy. The external research team found that one valuable way of looking at the FSP enterprise was through the social theory of communities of practice (CoPs) developed in the 1990s by Lave and Wenger (1991; Wenger, 1998). The creation of a learning community as a pedagogical strategy is central to the conception and practice of this project. This paper, therefore, sets out to apply an existing theory to a new art and design context together with more general thoughts on learning communities. It explores the potential of new technologies and different settings to effect learning within structured networks and local and virtual communities of practice. IntroductionThe Future Something Project (FSP), a two-year action research project devised and delivered by Artswork [1], aimed to develop a programme that could nurture the creative and technological talent of small groups of young people at risk. This was approached by creating a structured network, mentored and driven by creative professionals. An overall aim was to explore innovative ways for two distinct target groups to work together to be called mentors and participants. The project practice is located within the new field of Interaction Design and takes a social and critical approach to Art and Design pedagogy (Atkinson & Dash 2005). Emerging technologies, specifically information technology, precipitate reaction and ongoing curriculum development within the field of art and design education. They may require new forms of understandings of teacher and learner identities, learning communities and situations of learning. This paper explores the complex project ecology (Harrington 1990) which brings together the themes of identities and trajectories within learning communities, new pedagogical practices and learning in different settings, through new technology and interaction design. While the details and outcomes of the project are specific there is scope for reflection on the broad themes identified above which are relevant to art and design pedagogy in both formal and informal contexts with diverse populations.

Collaboration in Visual Culture Learning Communities: Towards a Synergy of Individual and Collective Creative Practice

“…This research demonstrates that collaboration is a critical foundation for art learning and production among adolescents and young adults. We also revealed how group practices in and around visual culture support the acquisition of life skills and social integration (Herne et al 2013;Sclater et al 2013). By adopting the collaborative strategies of VCLCs, teachers can use the site of the classroom to reclaim a sense of belonging (Wild 2013).…”

“…We also revealed how group practices in and around visual culture support the acquisition of life skills and social integration (Herne et al . ; Sclater et al . ).…”

“…Freedman ; Herne et al . ; Hiett & Kuschner ). The democratic practices of VCLCs may contribute to

schools transformation of, or engagement with, the physical space of classrooms, corridors and the wider community [and] can be a useful strategy for the artist teacher to investigate the collaged discourses of their particular context.

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“…Communities of visual culture, as catalysts of auto-didactic learning and peer teaching, can significantly contribute to an emerging new pedagogical paradigm of the twenty-first century involving sociocritical approaches to art and design education outside of school (e.g. Freedman 2003;Herne et al 2013;Hiett & Kuschner 2013). The democratic practices of VCLCs may contribute to An international, comparative research project was conducted by the authors between 2010 and 2014, studying members of VCLCs in seven countries (Canada, Finland, Hong Kong, Hungary, the Netherlands, Turkey and the USA).…”

Unlocking Latent Creativity with Rapid Prototyping

“…While studies show that creativity significantly decreases over time, authors investigating the development of creativity within adults also find the phenomenon of latent creativity (Evans 1967;Yong 1994;Herne et al 2013) -creativity that exists in an unconscious or dormant form but has the potential to be expressed. The gap we are addressing is a lack of investigation into the role prototyping plays in unlocking latent creativity within adults.…”