Hello and welcome to a new blog destined to chart my adventures on the PG Cert Course. I’m looking forwards to sharing reflections and experiences from my first student experience in over eighteen years!
The PGCert induction day was one of excitement and trepidation but the icebreaker activities (in which we blindly created crooked portraits of each other) were great and we soon all settled in. I have however discovered myself to be no less of a fidgeter in class! Probably for the best then that I’m doing the rest of the course online!!
Having just finished my first two readings for unit one I can’t wait to explore this fascinating field further. The first reading (Willcocks & Mahon 2023) was an excellent insight into the usages of object based learning to educate students on socio-political issues. It focused on online learning which perhaps serves as a useful precursor to the PG Cert’s online based learning activities.
The second (Sams, 2016), I chose for it’s focus on technical roles, something important to me as a member of technical staff at Camberwell. I found it to be a slightly more frustrating read but I’ll cover that one in more depth in the next reflective post…
I’m super excited to see what the course brings, so far I’m really enjoying the group discussions and reading selections. I’m finding it extremely valuable to have conversations with such a broad spectrum of academic staff and am thrilled to be taking active steps towards expanding my teaching knowledge.
References.
- Sams, C. (2016). How do art and design technicians conceive of their role in higher education?. UAL Creative Teaching and Learning Journal, Vol 1 / Issue 2 (2016) pp. 62-69.
- Willcocks, J.,& Mahon, K., (2023). The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education, Art, Design & Communication in Higher Education, 22(2). https://doi.org/10.1386/adch_00074_1
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