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28 APRIL 2011

Visual Directions: reflective writing (and the design process)

"Reflection is an ongoing process of thinking about your development in relation to your work. Reflective writing is both a record (description) and a review (analysis and evaluation) of your work. Reflective practice is a 'sorting out/clarifying process' (Moon 2004) giving you new perspectives on yourself and your work."

(University of the Arts London)

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TAGS

analysis and evaluation • artistic practiceblogging • Centre for Learning and Teaching in Art and Design • Centres for Excellence in Teaching and LearningCETL • clarifying process • CLTAD • conceptualisation • Creative Learning in Practice • Creative Learning in Practice (CLIP) • creative practicecreative work • descriptive • design educationdesign processe-learningelearning • Jenny Moon • learning journalonline journalspedagogyreflectionreflectivereflective journalreflective practicereflective writingreviewsketchbook • sorting out • theory buildingthinking processUniversity of the Arts London (UAL)

CONTRIBUTOR

Simon Perkins
06 NOVEMBER 2009

Rehearsal as a Naming Process Central to the Development of Creative Identities

"Students in the Multimedia degree programme at Nottingham Trent University (NTU) are requested to keep online journals in the form of weblogs. They do so to document their evolving design practice and experimentation....

By maintaining the journals NTU Multimedia students engage in a naming process where they rehearse their creative identities into practice. Through doing so they script their individual narratives as they contribute to a shared discourse about the nature of their field. Through assimilating and reflecting upon new knowledge in this way, the students are able to participate in localised Communities of Practice that act as vehicles for naming, sharing and critiquing common practices. In doing so they become located within a broader network of symbolic exchange readied for forging new opportunities for collaboration and prepared for establishing individualised practices within a broader network of global interconnections."

(Julius Ayodeji and Simon Perkins, 2009)

[1] Dávid Jablonovský, Tom Nightingale and Kameljit Banwait
[2] Ayodeji, J. and S. Perkins (2009). Rehearsal as a Naming Process Central to the Development of Creative Identities. Designs on e–Learning International Online Conference. London, UK, University of the Arts London.

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TAGS

2009communities of practice • creative identities • creative practice • Designs on E-Learning Online Conference • e-learningelearning • enhanced learning • evolving practice • identity naming and rehearsal • identity rehearsal • identity rehearsal and enactment • Julius Ayodeji • knowledge integrationlearning • learning identities • learning journallearning storiesmultimedianamingnaming and rehearsalnaming processNottingham Trent UniversityNTUNTU Multimediaonline journalspedagogypersonal knowledge mappingpractice narrativesprofessional developmentreflective journalrehearsalrehearsal through creative practiceSimon Perkins • symbolic exchange • Technology Enhanced LearningTELUKvirtual learning

CONTRIBUTOR

Multimedia
28 SEPTEMBER 2005

ICT-Based Learning Environments: Transmission or Active Exploration?

"The underlying logic of contemporary on–line learning and teaching environments has been informed by a systems approach to design. Despite the considerable effort devoted to their evolution and the focus of this effort on flexible learning, on–line learning and teaching systems appear to be limited to the task of transmitting information. In her essay on the evolution of ICT–based learning environments, Rosa Maria Bottino describes this orientation as, firstly one that sits in opposition to constructivist theories, and secondly one that fails to sufficiently accommodate social interaction and practice contexts within the learning and teaching environments. Bottino goes on to critique the information transmission model of ICT–based learning and teaching systems, and suggests that approaches that privilege learners as active participants should be pursued:

'One of the major forces which has driven change has been the assumption that meanings are lost if learning is simply seen as the transmission of information. Learning is progressively considered as being based on an active exploration and personal construction, rather than on a transmissive model' (Bottino 2004).

In the current milieu of on–line learning and teaching environments, ICT architects appear to be caught in a bind between a requirement to provide generalised system features and a will to embrace contemporary educational strategies. In the light of a systems approach to design, a compromise appears to have been made that privileges administrative robustness and security over (student) agency and engagement. Baltasar Fernandez–Manjon and Pilar Sancho have further described aspects of this problem as one where 'the requirements of a commercial learning environment are too diverse to be provided by a single monolithic system' (Fernandez–Manjon and Sancho 2002). The result is that the ability for students to collaborate and maintain autonomy within such centralised systems has been limited to superficial sharing of data over networks within closed publishing contexts. Without a serious interrogation of the underlying imperatives governing a systems approach to ICT design, learning and teaching within these environments is destined to remain locked in the administrative mode."

(Simon Perkins, 2005)

2). Perkins, Simon C. (2005) "Towards a socio–constructivist approach to learning and teaching within OLT environments". In OLT 2005 Conference, September 2005.

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