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RIT pre-reading Dialogue Journal of Learning and Teaching 2016/17
Some relevant notes/quotes: “The purpose of RIT is to help students learn through encountering research methods and content” “Community of scholarship” (Brown 2009)
Teachers research interests ‘distorted the curriculum towards their research (Jenkins, 1998) “To be an effective RIT practitioner, academics should consider how to negotiate the links between research and teaching, finding ways to integrate the two, thereby strengthening students’ understanding of research” “In practice, RIT strongly depends on academics’ pedagogic understanding and their willingness to provide intellectual space for students to co-create and solve research questions and problems” “Research and inquiry is not just for those who choose to pursue an academic career. It is central to professional life in the twenty-first century” (Brew 2007) How to encourage students: Students must: -Develop the ability to investigate -Develop the ability to make sound judgements on sound evidence Rational decisions Understand what and why “RIT entails a conceptual shift fro viewing learning as knowledge reproduction to seeing it as knowledge construction” “Pedagogy of the air” (Barnett 2007, p1) “When students learn as researchers, they are given the opportunities to explore how knowledge is produced, distributed and used through research (Healey, 2014)
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Yesterday afternoon at UoP I attended a neurodiversity workshop by Amanda Kirby. It was a two-hour presentation offering insightful information regarding neurodiversity and education. Amanda discussed some valuable resources that we can access to support us when teaching neurodivergent students- including the Universal Design for Learning Guidelines (which I read for my Academic and Professional Development reflections). Below are the notes I took, the literature Amanda mentioned and some slides from the presentation. Resources to explore: https://doitprofiler.com/education/universities/ https://udlguidelines.cast.org/ Alison James recommended the below site Art of Management for possible information on gamification in the arts: https://artofmanagement.org/  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
This book articulates much of what I have been looking for in terms of illustration education, and learning theory. It is great to find a contemporary book (newly published) that links to a conference and has given me access to other illustrator educators- which I am sure will prove invaluable in the ever-changing and rapidly evolving field of illustration, and how it is taught in Higher Education! Thjs is a very important and timely conference looking at contemporary illustration teaching- the challenges and future. There was also a book published which I bought and read. Also related blogs resources were created. School of Art, whose book Illustration Research Methods has proved indispensable to me in defining the role of illustration teaching. ‘Illustrators wishing to work in an educational capacity should understand teaching to be a distinct and highly skilled discipline.’(Gannon & Fauchon, 2021) The book was launched last year during the associated symposium Education and Illustration: Models, Methods, Paradigms’ which I attended. It enabled me to connect with other illustrator-educators to share ideas related to contemporary pedagogies in the context of illustration teaching.  |
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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