DEL: the educational technology conference for the creatively engaged. (Dalek optional).

DEL (Digitally Engaged Learning) is an annual conference organised in partnership with University of the Arts London, Texas State University, Penn State University and The New School’s Parsons School of Design. Each year DEL is hosted by one of these partners or an invited host institution, bringing together educators and learners from across the UK, USA, Canada, Europe and the southern hemisphere, to celebrate and critique digitally engaged teaching and learning in art and design Higher Education.

DEL is purposefully inclusive, and its participants, including educators, technicians, librarians, instructional designers, artists, makers, researchers, art historians, digital humanities scholars and others, draw upon a broad array of references and practices in their presentations and workshop activities.

There is no core theoretical canon underpinning the conversation, and the conference ethos encourages attendees to share their individual approaches and scholarly experiences. Attitudes, planned investigations, uses of digital tools (their affordances and subversions), networks, malfunctions, failings and happy accidents are given equal credence; the practical is esteemed as much as the academic.

This is a conference for those who are engaged in teaching, learning and creative practice, whatever their particular expertise – its intention is mutual development and encouragement across territories.

This conference presumes an interest in the ways learning takes place in a digitally networked age, whilst being aware that inspirational pedagogy was in operation prior to the advent of computers, digital devices and the internet. It encourages an appreciation of how new technologies can enhance traditional understandings and vice versa – the presumption is not that technological novelty must replace established approaches.

Whilst tensions around ‘the march of progress’ are often brought to the surface as delegates question the rationales of institutions, developers and one another, the environment is convivial. With their breadth of interests and disciplines, delegates come to hear and learn from one another and celebrate each others’ valuable perspectives. Moreover, there is the sense that being with each other in this conference space can forge new meanings that may be taken away and investigated in other contexts.

As well as this atmosphere of community, a spirit of intentionality is at play. Programmes are carefully constructed to provoke dialogue, and always extend beyond traditional seminar spaces. Social aspects are viewed as intrinsic to this endeavour; recent conference dinners have been arranged around the barbecue of a bar terrace, across the tables of a pool hall or amidst the reclaimed garden of an urban construction site. Environments are arranged to inspire and foster friendly debate.


The theme of DEL17, Making Teaching / Teaching Making, was designed to reflect ongoing concerns with the bridging of perceptions of a digital / physical divide. The social media threads that were woven throughout the conference events encouraged commentary from all present, and generated additional creative and conceptual resource.

This is a conference where makers are able to collaborate with others, whether their selected tools are powered by electricity, battery or human motor. It is a visual environment, where ‘arts values’ are evidently afforded the regard they ought to be in academia. Music, movement and making are as key to the thinking and talking as reading will be in other circles; and computers play physical roles. Things will happen at DEL that cannot elsewhere, because the creative energy produced and channeled by the people that come together here drives the doing of more.

For example, at DEL17 a pre-conference event invited delegates to gather for an informal workshop of conversational prompts and making materials. The physical-digital outcome was the #digitalmakermanifesto, launched on Instagram and featuring the artefacts produced, as provocation to further discussion.

The ethos of ‘making conversations’ was encouraged by the presence of the DEL dalek: a mobile making space / device, kitted out with lo-tech tools and materials from which anyone might craft responses to discussions.

 

The dalek became a motif that infused both sessions and breaks at Central St Martins, UAL, with a sense of playful anarchy, and was utilised by various presenters in individual sessions: when people needed stuff to make things with, the dalek was wheeled in! From its initial entrance with a vocoder announcement of intent, it became adorned with decoration and post-its, and its material stocks depleted. Delegates took away the devices they had fashioned from it as aides memoires. At this conference, not only photographic, but also pen & ink and 3D documentation gets posted digitally, to illustrate its expansive happenings.

In various sessions, delegates showed the fabrication of drawing machines (or sketchbots), servers used as sketchbooks, animators’ characterisation of junk models utilising the affordances of social media, expressions of wicked problems with found objects, creative coding considering STEAM over STEM, 3D printing in clay and a jam session with a group of staff and students who come together to explore emerging digital technologies: playing with pedagogy via computational materials.

More traditionally academic presentations of research findings were equally prevalent, with discussions and workshops around learning environments, feedback, creative graduate attributes, big data and small scale curricula interventions exempla of the richly varied programme of events around and about creative disciplines.

DEL is a conference for educators and those excited by the possibilities of education, in co-creation and construction of learning. Equally it makes calls to community and activism, as represented by politically-charged keynotes and student panels. You make of DEL what you will, since it presents platforms on and from which to work. Crucially, the conversation is always intended to extend beyond the physical space on the conference, recognising our networks and connections through digital means.

Anyone who attends will be welcomed by a global community who recognise their privilege in being there, and want to extend this to others beyond.

Call for zine submissions: Decolonising the Arts Curriculum

Call for zine submissions

“Decolonising the Arts Curriculum: Perspectives on Higher Education”

Deadline: 5pm Fri 09 March

This zine is a Student Union and Teaching & Learning Exchange co-production, and is part of the ongoing work to address the attainment gaps that persist at UAL and the call to widen the curriculum.

It is aimed at both students and staff, and intends to offer a collection of perspectives, ideas and thoughts on decolonising the curriculum, especially from a creative arts and design perspective.

It is not intended to be a definitive education tool, but rather a zine that will engage those who are currently not engaging with these topics, raise awareness and open up conversations that will allow people to take things further in their courses and collaborate within and outside the university setting.

We are accepting submissions in the format of:

  • Written pieces (min. 50 words – max. 500 words)
  • Photographs
  • Pictures of other artefacts or artwork
  • Poetry, creative writing, journalism, media, drama, performance art, fashion
  • Film, sound new media links and reviews
    (and any subject areas that are not listed here as the list is not exhaustive)

Contributions can relate to the following questions:

  • Why/How to decolonise art and design?
  • Why/How to decolonise university life?
  • Why/How to decolonise academia?
  • Why/How to decolonise curricula?
  • Why/How to decolonise pedagogy?

Submissions are invited from Students and Staff.

Submit online here: bit.ly/submissions18 

Deadline: 5pm Fri 09 March

Academic Enhancement Model – Project Update

The College AEM Leads with Prof Susan Orr

The College AEM Leads with Prof Susan Orr

The University has launched the Academic Enhancement Model (AEM) this year and we are pleased to introduce the four senior academic leads at each college:

The aim of AEM is to improve student experience and student attainment at UAL measured against four key metrics:

  • NSS
  • Overall attainment against sector benchmarks
  • The attainment differentials between Home BAME and Home White students
  • The attainment differentials between International and Home students

AEM joins up attainment activity across the university to give courses focused support to reach our target of closing the attainment gap by 2022.

We’re looking forward to working with Course teams across UAL in the coming year and to sharing good practice, initiatives and projects focused on closing the attainment gaps and improving the student experience at UAL.

Please do get in touch with your college lead if you’d like more information.

Teaching and Learning Fund 2017-18: Awards Announced

The Exchange is delighted to announce the projects which have been successful in this year’s funding round. We had some excellent applications that we believe will make significant and innovative contributions to teaching and learning across four funding streams.

We had to make some tough decisions, and ultimately over £60,000 has been awarded across the 19 selected projects.  Congratulations to those selected, and we look forward to hearing about your work over the next year.

Project Title Grant holder/s College Funding Stream
1 The Edit Paula Smithard and Zoë Mendelson CCW: Wimbledon Inclusion and Diversity
2 Collaborative Zine Making with Zinesters May Warren CSM (Library Services) Inclusion and Diversity
3 Tempest: Applied Theatre Pilot Project Georgina Sowerby CSM Inclusion and Diversity
4 Co-design Innovative Entrepreneurship Programme in Spatial Design Cyril Shing CCW: Chelsea Employability & Enterprise
5 Facilitating and Resourcing Student Led Projects: Constructing the House of Daydreams Archive at Tate Modern Peter Maloney and student CCW: Chelsea Employability & Enterprise
6 Producing Future Homes and Communities: Utopias, dystopias, Heterotopias and Other Spaces Shibboleth Shechter and Marsha Bradfield CCW: Chelsea Employability & Enterprise
7 Co-designing entrepreneurial capacity Lorraine Gamman and Adam Thorpe CSM Employability & Enterprise
8 Chelsea MAFA: DIY Residency Patrica Ellis and student CCW: Chelsea Curious, Creative Curricula
9 Publication Ben Fitton and student CCW: Chelsea Curious, Creative Curricula
10 Drawing Performance Lucy Algar CCW: Wimbledon Curious, Creative Curricula
11 Ignition: Community Kiln Making Tony Quin and Duncan Hoosan CSM Curious, Creative Curricula
12 LCF Collab-Lab Lindsey Riley LCF Curious, Creative Curricula
13 Channel 2 Robert Sollis, Tracey Waller and Charlie Abbott CCW: Camberwell Curious, Creative Curricula / Employability & Enterprise
14 Our Generation I Impro for Elders Michael Spenser CSM Curious, Creative Curricula / Employability & Enterprise
15 PITCH: Camberwell Design Spitalfields Takeover Joanna Dennis,Charles Abbott, Angela Hogg, Darryl Clifton, and Jason Cleverly CCW: Camberwell Digital/ Employability & Enterprise / Curious, Creative Curricula
16 Coding Club: Learning to Apply Processing in Projects and Artworks Alex Schady, Richard Cochrane and Andrew McGettigan and student CSM Digital Learning
17 LASER 2.0 Heather Barnett and students CSM Digital Learning
18 Digital Fluency Version 2.0 Vija Skangale, Jennifer Williams-Baffoe and Caroline Rogers UAL Digital Learning
19 CCW Accelerator for New Digital Practices in the Arts Chris Follows and Digital Maker Collective CCW Digital Learning

New Attainment Workshops for 17/18

UAL has a rich staff development programme to support colleagues with developing diversity and inclusion in their professional practice. The Teaching and Learning Exchange is contributing to this programme in 2017-18 by running a series of new workshops for teaching staff, administrators, and managers that aims to address the attainment differentials that exist for BAME, international and working class students.

The Inclusive Attainment workshop led by Lucy Panesar and Terry Finnigan provides an opportunity to learn more about the causes of differential attainment and to develop collective strategies to address it. This workshop is suitable for all staff with student-facing roles, including academic, technical, administration, library, language and academic support. The workshop will run on 14 December, 22 March and 14 June.

The Inclusive Curriculum workshop led by Terry Finnigan provides a space for staff to reflect on their own diversity and pedagogic practices, and to review case studies of exclusionary practices that exist within the studio/workshop and seminar. This workshop is suitable for any member of UAL staff interested in reflecting on diversity and inclusivity in relation to curriculum and teaching practice. The workshop will run on 14 February and 20 April.

A series of four stand-alone workshops will be facilitated by Dr Duna Sabri based on her longitudinal research study on UAL student experience and identity. The four specialist workshops in the series explore study findings and practical implications in relation to:

1. Micro-Affirmation – aiming to deepen reflection on day-to-day interactions with students, and develop understanding of the cumulative effect these have on attainment. This workshop is relevant for all UAL staff with a teaching and learning related role.

2. Engagement with Industry – reviewing evidence that links student attainment with industry engagement. This workshop is relevant to staff who advise or support students about placements, or who lead course components that entail live projects or placements.

3. Formative Assessment – taking a fresh look at formative assessment practices. This workshop is for all UAL staff involved in giving students feedback on their work.

4. Curriculum – reflecting on tutor and student relationships to curricula, and ways in which both groups might construct relevance, identification and diversity. This workshop is for all UAL tutors involved in curriculum design and teaching.

New online training for Moodle, MyBlog and Workflow

From January 2018 the Digital Learning Support team in the Exchange will be moving its introductory workshops online.

These sessions about our core platforms (Moodle, MyBlog and Workflow) will be scheduled on a regular basis and delivered using Blackboard Collaborate. This is a virtual classroom where the tutor will lead a presentation, engage participants in online discussion, answer questions and support people through a number of short exercises to help develop familiarity with the core features of each platform.

Why online?

There are a number of benefits from participating in online training. First of all is the flexibility provided, enabling participation from a location convenient to you.

Being online also supports the development of your digital skills, and provides you with experience of being a learner in a digital space. The questions, challenges and opportunities you experience in these online workshops will enrich your knowledge and appreciation when it comes to applying your learning in your own context.

What equipment is needed to participate?

To take part you will need a computer that is connected to the internet and a quiet space. If taking part from a shared environment then headphones will give a you a degree of privacy and help block out background noise. A microphone isn’t necessary as there will be plenty of opportunity for discussion via the online chat facility.

Will the Exchange still offer Face-to-Face training?

The simple answer is Yes! The online sessions cover the basics. If more in-depth training on any of the platforms is required, or you need specific advice or help with embedding digital into your  teaching, then do get in touch at dlsupport@arts.ac.uk.

We can provide bespoke face-to-face training to small groups and course teams to help colleagues explore, plan and implement digital approaches to teaching. Popular themes include:

  • Online Assessment Feedback
  • Online submission
  • Collaborating and online group working
  • Teaching virtually using an online classroom
  • Using the Digital as a space for engaging students

Details of the new online offer and how you can book will be on the Teaching and Learning Exchange website from early December.

Let’s Talk About Digital! Join focus group and get £25 Amazon voucher

 

UAL Students are invited to join a focus group to share your perspectives on the internet and other digital technologies. You’ll receive a £25 Amazon Voucher as a thank you for attending 🙂 

We’ll look at questions like:

  • How does digital work in your learning and creative practice?
  • Where and how do you learn about digital at UAL?
  • What do you want more support with?

You’ll take part in a series of structured activities designed to help UAL understand how students here are developing digital skills and attributes.

To book via Eventbrite, please select which session you’d like to attend:

LCF – Tues 21 Nov 4:30 – 6pm

CCW – Wed 22 Nov 4:30 – 6pm

LCC – Mon 27 Nov 5 – 6:30pm

CSM – Wed 29 Nov 5 – 6:30pm

Thank you! If you have any questions, please contact Charlotte Webb: c.webb@arts.ac.uk

 

Appointment of Academic Enhancement Model (AEM) Leads

The Exchange is delighted to announce the appointment of three out of four of the newly established College based Academic Enhancement Model (AEM) Leads.

AEM is a framework that will support evidence led shared reflection and discussion enabling us to work in a supportive and open way to improve the student experience for our undergraduate students.

These one year secondment posts will support and coordinate the Academic Enhancement work in the Colleges with a particular focus on addressing student experience and attainment.  The Academic Enhancement Model builds on and supports Colleges’ pre-existing enhancement developments.

The work of the AEM leads will be coordinated by Susan Orr and Siobhan Clay in the Exchange and each of the leads will work very closely with their College based Associate Dean of Learning and Teaching.   The AEM Leads take up their new roles in early December.  As well as coordinating the work of AEM across UAL, Siobhan Clay will support and lead AEM at CCW.

LCF: Liz Bunting
CCW: Siobhan Clay
CSM: Cath Caldwell
LCC: to be appointed.

LCF

Liz is currently a Lecturer in Fashion Marketing in the Fashion Business School.  Liz will be joining the AEM team and will work closely with Nick Almond (Associate Dean for Learning, Teaching and Enhancement at LCF).

CCW

Siobhan Clay will be joining the AEM team at CCW in November.  Siobhan is currently an Educational Developer in the Exchange.  Siobhan previously worked at Camberwell on the

Inclusive Induction project, which led into work on the Introduction to year 1 unit, Commonplace and a staff first year induction resource.  Since that time Siobhan has worked closely with colleagues across CCW whilst leading the Making a Difference Project.

As well as supporting CCW Siobhan will retain a role in the Exchange coordinating AEM across UAL.  Siobhan will work with Dave Webster (Associate Dean of Learning, Teaching and Student Experience at CCW).

There will be an additional appointment to CCW to reflect the dispersed nature of the AEM work across the three colleges.  Details to be announced shortly.

CSM 

Cath Caldwell will be joining the AEM team at the end of November from her role as Senior Lecturer/Stage 2 Leader in Graphic Communication Design. Cath will work closely with Silke Lange (Associate Dean for Learning, Teaching and Enhancement at CSM).

Cath was recently supporting course teams during revalidation during her role as Academic Coordinator for Enterprise and Employability and while in that post she was one of the team who developed the Creative Attributes Framework for UAL. Cath has over ten years’ experience in staff development and in teaching at CSM.

Changing Mindsets – Staff Workshop Update

The session was very helpful, the idea of a fixed and a growth mindset is a simple idea but very effective.”

Andrew Slatter
Senior Lecturer, Contextual and Theoretical Studies
Coordinator Year 1

Graphic Design Communication Programme, LCC

The first Changing Mindsets staff workshops have been run across the three colleges – CSM, Camberwell and LCC. Academics have had the opportunity to interrogate Growth Mindset Theory – the belief that ability can be developed through effort and by embracing challenge – and apply this to their own pedagogic practice.
    

At LCC’s recent event, the Graphic Media Design Team discussed Carol Dweck’s research, that growth mindsets can have a profound impact on motivation, resilience and a sense of belonging. They applied the theory to challenge, learning, effort and failure and related this to the Creative Attributes Framework to design a learning and teaching activity for their course.

Ted Talk: The power of believing that you can improve | Carol Dweck

The team were asked to identify areas of their own practice that they had improved at over time and to consider their own personal learning styles. They designed growth mindset tool kits that innovatively utilised digital approaches to learning and proposed spaces for reading, discussion and curriculum design.

We were delighted to welcome Tracey Waller, Course Leader, BA Graphic Design at Camberwell, who delivered a fascinating presentation on the assessment methodology she is piloting. She demonstrated how, with a growth mindset, moments of risk and failure can become a space for learning, opportunity and collaboration for students and staff whilst improving attainment.

We’re looking forward to the next workshops and will be adding dates to the events pages for you to check. Keep reading the Changing Mindsets blog for more information.

References:

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246 –263.

Dweck, C. (2017). Mindset: changing the way you think to fulfil your potential. Hachette UK.

Dweck, C. S., & Leggett, E. L. (2000). A social-cognitive approach to motivation and personality.

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science26(6), 784-793.

Tabernero, C., & Wood, R. E. (1999). Implicit theories versus the social construal of ability in self-regulation and performance on a complex task. Organizational Behavior and Human Decision Processes.

Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., & Gomez, E. M. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences113(24), E3341-E3348.

Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., … & Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of educational psychology108(3), 374.

Inclusive Attainment at UAL – Progress update

In August 2016 UAL initiated Learning for All, our programme for addressing attainment inequalities that exist for certain student groups. These inequalities have been persistent and will remain unless we actively address them. As part of Learning for All, the Teaching and Learning Exchange is supporting staff to review and develop their practices to be more inclusive.

Lucy Panesar joined the Exchange at the start of 2017 as an Educational Developer (Diversity and Inclusion) and leads on the development of new Inclusive Attainment resources to support UAL staff with understanding and addressing attainment inequalities in their areas of practice.

The new Inclusive Attainment online resource contains key reference materials for understanding attainment inequalities (including a four-step process to address attainment), an evolving bank of case studies on interventions already made by UAL staff to address attainment, key contacts and staff development opportunities.  It’s growing and evolving so do check back to see what’s new.

An Inclusive Attainment workshop, following the same four-step process, has been delivered by Lucy and Terry Finnigan (LCF Head of Attainment) to over 300 staff (so far) with very positive feedback. This will run again three times during the 2017/18 academic year, offering staff the opportunity to learn more about the causes of differential attainment, and the chance to collectively develop strategies to address this. Book your place now.