Thoughts on –
The potential of online object based learning activities to support the teaching of intersectional environmentalism in art and higher education:
- The ROSE system (p193) as a method of analysing artifacts was incredibly interesting and I would be keen to use it in relation to my teaching more – a kind of base level critical function to analyse everything.
- ROSE as a system to analyse a text about the ideology of flowers was a genius level pun.
- Fantastic idea as a way to introduce students to critical theory relating to colonialism and the environment – also having attended a couple of seminars that Judy ran with Phil on the ideology of the Latin font and Medieval Marginalia I can only begin to imagine how engaging this would have been if they had done it IRL
- It very much smelt of COVID and although I can imagine it being one of the best things for students to have engaged with at that time, I also can’t imagine it being better than if they had done it IRL
Thoughts on –
The first workshop session:
- God it felt good to be a student again
- Metaphorical/ Analogous exercises are useful up to a point – if you always have to have the meaning of the experience explained after each exercise then it negates the ‘natural’ realisation of an idea
- However I do really believe in the idea of learning through actively doing as opposed to always passively listening
- However if the doing is always to the end of reaching a preordained explanation, then is it in any way more free than just receiving a passive explanation?
- Like the passive and active Fathers in Zizek and Lacian Psychology
- Or are these very thoughts I am having as an example of the success of the teaching method?
- I certainly struggled to absorb the passive information about the case study structure
Ideas and areas for case study:
- Developing the kinetic workshops I run – The politics of the body and technology
- Techno Bodies and the Body Politic – Pedagogically, Academically and Technically
- Making mechanics, coding, electronics and coding accessible to all students
- Techno Bodies and the Body Politic – contextualise it within academia
- Fostering a real community of practice and support network
- Creating an online resource for students to access and share ideas
- Embedding economic access into the methodologies
- Is it possible for Online Object based learning or is that an oxymoron?
- Is it possible to use Online Object based learning for what I do?
- How would a more academic workshop function?
- How would a more technical workshop function?
- Do I need to delineate?
- Fostering online engagement without it being data collection?
- How could I incorporate ideas around the environment into it?
- How could I incorporate more specific political engagement into it?
- Can I incorporate the ROSE method into my teaching?
What do I want to get out of the observations
- Is it a good idea to have my kind of boss observing me?
- How can I support the students who fade during a session / is it necessary
- Balance of 1 to 1 and group support/learning during a session
- Balance of Context – Theory – Making
- How accessible is the content, context, and method of my workshops
- Inclusion,
- Pacing
- Longevity
- Building of Community of practice
- Fostering of online Resource and Sharing
- Vitebsk ideology