Welcome to our exhibition. This is a culmination of our learning on the PG Cert from the perspective of critical digital pedagogy. We have aimed to show how the digital technologies that we use are shaping and influencing creative practice, inclusivity, pedagogy, assessment, agency and identity.
Click here to see our interactive exhibition
My Mind Map – This shows how the various aspects of technology, power and learning theories are linked to inclusivity and equality. Technology facilitates inclusivity by providing alternative ways to make and submit academic work. This choice and flexibility can give teachers and students agency and independence, but requires support along the way.
Inclusivity and Technology – The Equality Act of 2010 makes it illegal to discriminate against anyone who falls under the 9 protected characteristics. There is a huge variety of technology available to use in education and much of it increases accessibility and reduces the chance of discrimination. Teaching materials should be provided in alternative formats and students should have options for alternative assessment.
Equality and Technology – Using the social model of disability it is only right that we facilitate students to use technology to remove potential barriers to their learning. This requires teaching staff to increase their knowledge and appropriate use of technology in their teaching and to ‘foster agency and empower learners’ (Stommel, 2014)
Learning Theory, Technology and Power – Freire’s Critical Pedagogy is about working together with students and empowering them to have more agency over their own learning. Technology can be a great tool for this, but it can be a threshold concept for some staff and students, and it does require us all to have the motivation and a growth mindset to make it happen.
Power and Inclusivity – In order to create a more learner-centred environment where a diverse range of students can have more agency over their education, staff will need to be supported in their learning and use of technology. They will then be better equipped to facilitate students effective use of technology. This can make learning more accessible, more relevant and offer more choice to students, creating a more inclusive learning environment for everyone. All inclusivity images from pexels.com and rawpixel.com
Cami’s mind map of how the many digital technologies we use impact on creative practice. It covers: how convenience and portability can be offset by confusion through too much choice and lack of critical thinking; the danger of pursuing a social media aesthetic and production of shallow creative responses; the need for strong policies and the tensions arising with some (e.g. higher risk of academic misuse), impact of new opportunities on employability and, most importantly, accessibility and inclusivity.
The online PGCert community – As a group joined together by their common creative interests, students partake in creating their own understanding of the topic at hand. This is an example of (social) constructivist learning.
Critical Thinking – With students embracing digital technology and social media platforms for learning, now more than ever there needs to be an emphasis on critical thinking, to stave off the chase for likes and to avoid falling in the trap of stylistic uniformity. Problem posing education (Freire) will help students develop critical thinking skills. http://www.furts.com.br/re-thinker/img/STATUE.gif
Growth Mindset – A growth mindset is required of both teacher and learner in the face of fast technological developments. An easier way forward will be to co-create the curriculum, with the teacher facilitating the students’ learning and responding to their ability level, needs and interests. https://miro.medium.com/max/1332/1*PQBc8JCD5yu4x2wxCCGU1g.png
Student Power and Student Voice • Learner Driven • Choice • Active learning • Independence. Teachers to facilitate learning experiences that are meaningful and relevant to the learners and driven by their self-interests. Student power, ownership and control of their learning. Choice in how students learn.
Digital Pedagogy • Community • Social • Share • Inclusive The teacher is a curator. Actively listening to all voices. Using technology to provide a platform for students and tutors to share and collaborate, ask questions and give feedback. Breaking down barriers around technology Evaluating technology to enhance learning Linking digital technology with learning theory – active participation, experiential, student-centred. Avoid surface learning by creating engaging interactions that encourage critical thinking.
Bell Hooks • Freedom • Empower • Motivate • Resilience. Empowering students to become adaptable resilient learners. Not oppressing students but preparing them for freedom. Nurturing critical thinking skills, independence and encouraging risk-taking.
Paulo Freire • Co-authors • Mutual Respect • Partners • Equality. Importance of dialogue between teachers and students. Collaborators in learning. Addressing the power dynamic between teachers and students. The banking concept sees teachers as experts and students as empty vessels! But the relationship is one of mutual partnership and respect.
Carl Rogers • Student-centred • Facilitator of learning not walking textbook! • Realness, Empathy, Respect • Unconditional positive regard. Students learn best through active experience. Tutors to create positive learning environments both online and in a classroom. Encourage learners to take responsibility for their learning Importance of self-evaluation and class feedback
The Identity of a Teacher – This image questions what it means to be a teacher. When contemplating the term ‘expert’ does this promote a student-centred approach to teaching, or does it emphasise the power dynamics of a teacher-centred model? And when we think about bringing digital technology into the classroom, does a teachers identity also need to include a ‘Digital technology expert?’ In order to use technology effectively to engage learning, should a teacher become proficient in using it.
Communities of Practice – A community of practice enriched with the use of digital technology
Identity of a Makeup Artist – As Industry Professionals we are constantly battling with this generation’s ideas of what a make-up artist is, influenced by social media. It creates different expectations when coming onto a BA Course and changes students’ ideas of the industry they think they’re entering.
Mindsets – When thinking about using technology, do you have a fixed or a growth mindset? How can we encourage a growth mindset in our students?
Always question and reflect on your practice.
Apprenticeship. Goldsmiths’ workshop at Prague Castle. Apprenticeship is one of the oldest pedagogies. Generations of craftspeople passing on their skills. Pedagogy: Learning Theories • Apprenticeship – Its own pedagogy with elements of Behaviorism & Constructivism • The Demonstration – Social Constructivism, Scaffolding, ZPD • Portfolio / Alongside the Sketch Book and The Crit
Portfolio. Classic Art School Pedagogy, alongside The Sketchbook & the Crit. Critical Pedagogy: Understanding who has the power • Power in the hands of, The Master, The Demonstrator, The Assessor: Banking theory at its worst. • Making the student or apprentice central to their learning • Having peer supported reviews amongst the students • Making demonstrations more accessible and inclusive
Above: Demonstration. Using modern digital photography and video recording to share Ancient craft skills. Promoted and shared on social media.
Critical Digital Pedagogy: Using Technology to democratize the power (Be mindful of unintended consequences)
- Proactive use of technology can enhance learning when used thoughtfully.
- Handouts and worksheets can be downloaded and translated.
- Demonstrations can be filmed and shared.
- Social Media
- Some of the Power will move to the technology provider, so try to give low cost and free alternatives if they are available.
The commercial need for some institutions to be sponsored by big tech companies, indoctrinates students to specific companies. Use alternative open source options
Assessment FOR Learning – ZDP. Timely Feedback. Threshold Concepts. Troublesome knowledge. Student Motivation.
Assessment and Technology – Inclusivity and Exclusivity (Discrimination by Accessibility and Inclusivity by Accessibility).
Assessment FOR Learning – Formative. Assessment Reform Group (2002). Peer assessment. Assessment as Reflection. The Royal Academy has no formal Summative assessment.
Assessment OF Learning – Summative. Power and Critical Pedagogy. Motivation (Extrinsic). Deep and Surface Learning. Behaviourism Skinner.
Policy and how it affects my teaching world.
Thank you for visiting.