Technology, Culture, Practice.
- Year: 2015
- Website: http://www.designsonelearning.net/2015
The tenth Designs on e-Learning conference in the use of technology for learning and teaching in art, design and media in Higher Education. DeL 2015 was hosted by University of the Arts London on 16th and 17th September 2015, in the prestigious new Central Saint Martin’s building.
As digital technologies continue to transform the creative and pedagogic landscape, we face exciting possibilities and new challenges for the future of education. Titled ‘Technology, Culture, Practice’, the 2015 conference aimed to explore forms of learning that take place in digital contexts within and beyond HE institutions.
Cross-disciplinary working encourages innovative forms of production, as students from diverse disciplinary fields introduce each other to new concepts, methods and philosophies. It is also a core skill required in the creative industries, which are increasingly underpinned by digital project-based entrepreneurship. How can cross-disciplinarity take place in and around digital contexts, and what formats or pedagogies are effective? How should we prepare students for a cross-disciplinary digital world of work?
Understanding practice & culture
How do we know what students actually do when undertaking their learning and practice? What socio-technical cultures shape and inform this? How do we span institutional and wider digital spaces to understand the whole digital ecology of student practices? Where is the ‘edge’ of the institution in the digital landscape and how do we define the limits of what practices we can, or should, support?
Engaging students in digital spaces
We have become adept at using the Web to ‘broadcast’ content to students, but is it possible to engage students in more meaningful learning experiences at scale? Can technology support a sense of connection and belonging for learners beyond small groups? Are limiting factors an effect of the way we are designing our pedagogy within the technology or is our ability to connect and collaborate capped by our socio-cognitive limitations and habits?
In an age where value is created through processes of online visibility and valorisation, ‘online identity’ is an increasingly important issue. What does a ‘good’ professional online identity look like for students studying at or leaving art and design Higher Education? To what extent should the institution support the creation and nurturing of this identity? Where does the institution's and the student’s responsibility begin (and end)?
How might methods of enquiry in the arts and design disciplines be supported, shaped, or otherwise enabled by digital evidence, tools, or communication platforms? How can the participants in communities like DeL advance work involving aspects of digital and/or social media as a legitimate means of research and scholarly communication?