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Spark Live!- Schedule – 14th December 2022
Spark Live! is free and open to everyone.
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Time | Name(s) | Title | Description | Moderator |
10.00 – 10.10 | CR & HH | Introduction to the day | Outline of the day’s schedule | |
10.10 – 10.40 | Clare Lomas & Maria Costantino | Teaching the Tangible Remotely | This presentation describes the process of moving object-based learning (where students are used to seeing and touching objects) from on campus delivery to a fully online teaching experience. | CR |
10.40 – 11.00 | Karen Harris | Embracing the silence: Introverted learning and the online classroom | Karen sets out three provocations that challenge established views about introverted learners (so called ‘Lurkers’). These provocations ask us to question our assumptions about student engagement and participation in both the online and physical classroom. | CR |
11.00 – 11.20 | Crimson O’Shea | Digital hubs | Crimson describes the process of setting up informal meeting spaces in Microsoft Teams so that students could get together and develop a sense of community on their course. | HH |
11.20 – 11.40 | Rahul Patel | Decolonising the Arts Curriculum zines Blog page – the case for the analogue and the digital | This presentation of the interrogation of Decolonising the Arts Curriculum zines Blog page makes the case that the scramble for the digital should not abandon the humanity and might of the analogue | HH |
11.40 – 12.10 | Vikki Hill & Liz Bunting | Belonging Through Compassion | We take compassion as our guiding principle – of reducing distress and harm – and have developed our website to bring to together different contributions that have helped to guide, shape and challenge our collective thinking about compassionate pedagogy and belonging. We will share the research and development and follow this with an open discussion. | HH |
12.10 – 12.20 | Ania Udalowska (Recorded presentation) | The Role of Agency in Student Wellbeing, Inclusive Curriculum and Social Justice Agendas | Why is student agency so crucial and how does it link to student wellbeing, inclusive curriculum and social justice agendas? In this short talk followed by discussion, we will explore key models and empirical evidence in support of student agency initiatives. | CR |
12.20 | LUNCH | |||
1.00 – 1.20 | Santanu Vasant | Talking Higher Education: Starting a Podcast in the pandemic | Santanu presents a case study describing his experience of setting up a podcast series aimed at professionals across the HE sector. | DG |
1.20 – 1.40 | Graeme Spurr | ‘share the paths’: canals, graffiti and learning | Graeme explores the connections between everyday graffiti seen in North London and students’ drawings on PowerPoint slides in the ‘liminal’ online spaces before lessons star | DG |
1.40 – 2.00 | Dan Bernstein | “Seeing other examples has helped a bit”: Using Padlet in academic English classes at the art and design university’ | Dan discusses the use of Padlet as a collaborative tool when teaching English to overseas students on arts based courses. | DG |
2.00 – 2.20 | Anu Roy | The impact of online learning on students of colour | Exploring how online learning affected students of colour through focus groups and provoking action plans to make it more inclusive | HH |
2.20 – 2.40 | Lee Campbell | Digital Pedagogies Open Studio: Disruptions, interventions and techno-empathy | This presentation shares a recent project I have co-set up with UAL colleagues called Digital Pedagogies Open Studio which explores how to disrupt the digital space pedagogically and includes reflection to an iteration of the studio where I invited members of the UAL LGBTQ+ student network to experience a piece of live immersive storytelling via Zoom to generate a space of techno-empathy. | HH |
2.40 – 3.00 | Matti Juutilainen | Teaching in the Time of Coronavirus: A Study of Blended Learning and Online Teaching at London College of Fashion | Based on interviews with tutors and technicians Matti looks at the issue of social presence through the lens of an established community of inquiry framework. | CR |
3.00 – 3.05 | CR | Conclusion |