The D word: Reflections on digital learning and learning digitally in the creative curriculum

Description

This panel discussion takes the form of a series of reflections and provocations from staff involved in designing, delivering and evaluating a contemporary creative curriculum that seeks to promote and embed digital literacy in a shifting curriculum area.

We take these starting positions to develop what we anticipate to be a lively discussion:

• Active learning can be fostered effectively through social media (Junco, 2012).
• Binary thinking about an online-offline divide risks sublimating pedagogy to technophilia (Jones & Bennett, 2016).
• Communities of learners should not be bound by timetables, locations or even institutions.
• Digital platforms are the tools of the trade, not the trade (Killick, 2016)

Timetable

10 minutes per provocation (50-50 balance between panelists and audience)

• Active learning can be fostered effectively through social media (Junco, 2012).
• Binary thinking about an online-offline divide risks sublimating pedagogy to technophilia (Jones & Bennett, 2016).
• Communities of learners should not be bound by timetables, locations or even institutions.
• Digital platforms are the tools of the trade, not the trade (Killick, 2016) 5 minutes: sum up

Takeaway

The panel members reflect on their experiences developing and delivering digital curricula across a range of units and levels. This process has required skills of innovation and negotiation and has not been without its challenges: both philosophical and practical. A key takeaway is that research-informed pedagogy and ambition for excellence can enhance staff and student experience and widen opportunities for participation for all our creative students, often delivering unexpected and inspiring outcomes.

Abstract

This panel discussion takes the form of a series of reflections and provocations from staff involved in designing, delivering and evaluating a contemporary creative curriculum that seeks to promote and embed digital literacy in a shifting curriculum area. The creative industries and creative education are experiencing tremendous change; digital communications and production, international expansion, ethical and other challenges which necessitate constant review of our learning spaces and teaching practices. HEIs strive to escape the confines of a 19th century industrial model without a clear blueprint for success. Concurrently, creative education risks reorganisation from outside agencies and according to political agendas that may not be in its best interest. As such, educators are under immense pressure to justify pedagogic practices as they operate in environments subject to auditing and comparison via informal online forums (Rate My Professor), institutional targets and evaluations and instruments such as National Student Satisfaction rankings and the Teaching Excellence Framework.

We take these starting positions to develop what we anticipate to be a lively discussion:

• Active learning can be fostered effectively through social media (Junco, 2012).
• Binary thinking about an online-offline divide risks sublimating pedagogy to technophilia (Jones & Bennett, 2016).
• Communities of learners should not be bound by timetables, locations or even institutions.
• Digital platforms are the tools of the trade, not the trade (Killick, 2016)

The panel members reflect on a number of local and international curriculum interventions that promote digital learning and learning digitally against the inertia of existing institutional structures and pedagogic traditions. Examples will cover creating spaces for self-reflection and co-creation of learning through social media use including blogging, Instagram, Snapchat and Twitter. The integration of learning with professional practice: content creation, and the curation of students’ digital identity. Widening access to participation in subject-based networks through online spaces. Offering unique individualized, proximal learning experiences through beacon technology. And, designing alternative attainment opportunities for final year students through digital presentations.