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Here below is the updated Padlet I created. Going forward I would consider using Nearpod to act as a hub for all my activities.
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Alison James recommended the below site Art of Management for possible information on gamification in the arts: https://artofmanagement.org/  Here is my video resource for my Microteach that i planned, filmed, edited and included in my session. There is no audio as i wanted to keep it active so narrated the steps while sharing the video. It worked well as each participant made their own concertina. Here is the template I provided pre-sessional which participants downloaded ahead of the session so they could make their concertina.  It was suggested that using Nearpod could be a way to streamline some of my online learning activities, which I will explore, in addition to seeking support from Tom Langston, Learning Designer.  After reading specific chapters of 'Play at HE' by Alison James I emailed her to ask about possible gamification elements being used on Art courses: Dear Alison, My name is Lee Shearman and I am an artist and lecturer based in Winchester, teaching on the BA Illustration course at University of Portsmouth. In addition to teaching at the University I am also part way through my PGCert exploring how Play and Gamification can be used to enhance student's learning in Higher Education. I am specifically looking at how physical games could be used to enhance student engagement and learning with particular focus on one of the modules, which covers the subject of artists' books. I have been reading 'The Power of Play in Higher Education' and 'Engaging Imagination' as well as various papers on Gamification with Higher Education. I am very interested in finding out more about your current research 'The Value of Play' so thought I would reach out to you. In your research, have you come across any bespoke physical cooperative games being designed and developed by lecturers for use in their teaching- particularly on BA art courses? Hello Lee I have fond memories of Portsmouth, having had one daughter do her degree there and also from giving various talks over the years there too. You also have the wonderful Amy Barlow, with whom I worked at Winchester. With regard to your question about physical games and fine arts I can offer a sort of yes/no/maybe answer. The short version is that I have come across physical games in all kinds of contexts, particularly in sports coaching but not just limited to that. Nothing super specific springs to mind re fine arts, but then you also have charities working with schools to bring in the arts dimension broadly speaking, and these involve games - however they are for school children. The no bit is I don't think I have come across physical games specifically for fine art in HE, however this is not to say they don't exist. Hence the maybe! I'm sure you have thought of this but have you tried doing a questionnaire or survey directly specifically at fine arts HE educators? The other thought I have is this network - which while being for management educators has a very strong arts interest: https://artofmanagement.org/ I am conscious I am not really answering your question but hope that some of this is some use? All best wishes Alison I have since looked at Art of Management that Alison suggests and will definitely consider putting together a survey. This could be something I look at at in the next module: Research Informed Teaching / 2023
Good summary of the four lenses which i am using for reflection to structure my writing: Reflective model according to Brookfield
The basis for this reflective model is the consideration of a situation from different vantage points. Once you have experienced a situation, which you need to learn from, you need to take a step back and consider this situation through what Brookfield calls “lenses”: the autobiographical lens, the students’ view, the colleagues’ view and the theoretical lens. Personal lens: Think about the situation in relation to your own previous experiences and your current reactions and feelings. Consider how your personal story and past may have shaped your view of what happened or may have resulted in unwanted physical and emotional reactions and responses. Students’ views: Try to put yourself in your students’ shoes and review the situation by looking at what happened through their eyes. Consider their reactions and how their stories may have led to the experiences. Also, think about how they have experienced the same situation. You may even be able to include students in your reflections by talking to them about what happened or by offering a system of written feedback. Colleagues’ views: At this stage you are asked to include the views of your colleagues in your reflections. Their experiences and their observations of your work may offer you new insights into what happened and what you can do to improve your work. Theoretical lens: In order to make sense of your experiences and in order to improve your practice you need to consult literature. Theories will help you gain new insights and better understanding. At this stage you need to relate your reading to the three other lenses in order to get a full view. This will then help you to think of new steps to take and of how you can apply theory to your practice. https://www.nicole-brown.co.uk/reflective-model-according-to-brookfield/ Labelled some markers for highlighting my notes and literature and which of the 4 Brookfield's Reflective lenses it relates to: Personal Lens: Orange Student Lens: Green Colleagues Lens: Yellow Theory Lens: Pink  The illustration department is a member of a valuable and regularly updated resource relevant to enhancing students’ employability skills. The Association of Illustrators (AOI) is an organisation that “promotes commercial and ethical standards within the industry, protects the rights of its members worldwide, at every stage of their career”. It covers areas that are crucial for illustration students to engage with including pricing work, financial advice, copyright practice, and writing contracts.  I collected some key pedagogical concepts that I will refer to in my e-folio submission. Particularly Constructivism! The revolutionary text Pedagogy of the Oppressed by Paulo Friere has proved insightful as has the book The Educator of an Illustrator which contains pertinent essays from key illustrator-educators. They introduce several key ideas such as ‘‘The educator’s job should be to liberate the students from all preconceived notions, however, acquired, about illustration.’’(Heller & Arisman, 2000)
My PowerPoint presentations employ the use of Atkinson Hyperlegible font for accessibility, and particular attention was paid to the use of appropriate colours, and consistent layout of text and images. https://brailleinstitute.org/freefont  From: Stephen Brookfield & Mary Hess Creating an Anti-Racist White Identity It is through the Brookfield reflective model that I will continue to capture my thoughts concerning teaching and learning. As Brookfield says of his model ‘We find out what kind of practitioner we are, and connect ourselves with our practitioner-selves’  Great resource Journal of Illustration for all things illustration education at H.E. Greta Friggens (Faculty Librarian for Creative and Cultural Industries at University of Portmouth Library) has given me access to some of these important papers. Thanks Greta!
I am also firmly in the constructivist school of thinking as I believe that to learn, students need as many rich experiences with objects, skills, and people as possible to encourage them to reach their conclusions. I shall continue to enrich my knowledge in this thinking through the writings of related theorists such as Dewey, Montessori, Piaget, Vygotsky, and Bruner. (K3) |
Author: Lee ShearmanA blog of reflections for PgCert, relevant research, literature to support my e-folio and beyond Archives
June 2023
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