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Virtually Real Open Education OER17

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Virtually Real Open Practice presentation #1527 at OER17

Theme: Participation & Social Equality
Author: Chris Follows

Technology is rapidly transforming the way we live, learn, work and interact. This paper aims to highlight and support debate around how we ‘teach digital’ in creative arts education and what potential impacts the UK digital economy could have on current and emerging digital practices and open education.

Emergent technologies such as Virtual Reality (VR) can present new challenges for teachers who are struggling to integrate evolving digital practices into the curriculum. As a result, new technologies & practices remain inaccessible and therefore reside outside the curriculum, not too dissimilar to challenges faced by those exploring open education integration at University of the Arts London (UAL).

The pace of technological change and its impact on the day-to-day practices of University staff and students is fast becoming an issue for everyone. Could the process of Digital Transformation be an opportunity for the open education movement & communities to explore new models of mainstream integration?

Published in: Education
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Virtually Real Open Education OER17

  1. 1. Virtually Real Open Education #OER17 Chris Follows Digital Learning Manager University of the Arts London Camberwell, Chelsea & Wimbledon (CCW) @CCWDigital CCWDigital #artsDMC
  2. 2. “Digital transformation is inevitable for every sector: you will either digitally transform your business or you will be replaced by one that has. When this transformation happens properly it is messy, hectic, and produces results no one could predict” Ben Terrett Governor, University of the Arts London UAL
  3. 3. Teaching Digital & Teaching Digitally
  4. 4. Why & How Digital Transformation at Art School Traditional Spaces • IT rooms, technical spaces/resources • Mostly screen based • Specialist Creative 3D, Adobe etc. • Video/AV, digital print, photography • Some digital fabrication - Laser Cutter Teaching Digital • Happens away from academic/course teams and studios • Resources are often overstretched and/or inadequately resourced • Requires lots of technicians & support as digital processes + the number of students using them increase massively Referencing data from conversations with Programme Directors (PD), Course Leaders (CL) & Academics regarding the Teaching Digital at CCW
  5. 5. Relevance of tech Industries/economy Traditional Industries Top Digital Sectors Data from Nesta Tech Nation 2016 report (page 8)
  6. 6. Digital Tech Jobs There are now 1.64 million digital tech jobs in the UK, and the digital sector is creating jobs 2X faster than the non digital sector Data from Nesta Tech Nation 2017 report http://technation.techcityuk.com/ Furthermore, these jobs are highly skilled and highly paid, contributing to the productivity and growth of the wider economy.
  7. 7. Digital Tech Collaboration London hosted 22,000 Meetups in 2016, that’s three times as many as in Berlin, Amsterdam or Paris Data from Nesta Tech Nation 2017 report http://technation.techcityuk.com/
  8. 8. The Problem with Open Educational Practice (OEP) • Dependent on very few innovators/specialists (are you a lone-wolf?) • Too focused on massive, online technologies & tech solutions • Lack of key digital literacies & awareness • OEP practitioners/technologists may no longer teach or lack student contact, involvement & perspectives on openness. • Rarely includes industry & the general public • Not enough collaboration (on the ground, in institutions with public) • Relevance of open unknown institutionally and in the curriculum How do we make OEP a more accessible & natural part of what we do?
  9. 9. Experimenting with Meet Ups (2015)
  10. 10. A Space to Meet Up & Tech Play (2016)
  11. 11. Digital Maker Week (2016)
  12. 12. Digital Maker Collective
  13. 13. Mozilla Festival (MozFest 2016) Image by Paul Clarke Mozfest 28-10-16 CC BY-NC-SA 2.0 https://www.flickr.com/photos/mozfest/30598758376/in/photostream/
  14. 14. Tate Exchange Planning (on & offline)
  15. 15. Tate Exchange: 150+ Staff & Students
  16. 16. Tate Exchange: 2,000 + Public Visitors
  17. 17. “A space to incubate ideas & practice, work could evolve over four dates”
  18. 18. “Useful conversations & networking with UAL & industry” “Advance digital learning at our University”
  19. 19. “I’ve learnt more about how to involve the public in highly technological environments”
  20. 20. “I was able to challenge my Ideas” ”Curious to see how I could locate my practice in the new digital era”
  21. 21. Collective confidence grew through ‘True Collaboration’
  22. 22. ”Intense learning experience” Visibility & Social Media Interest
  23. 23. https://hackerfemo.com/
  24. 24. What Next? True Collaboration and Non-Hierarchy Learning Communities Digital Making in the Curriculum: Looking at how the work of the Collective fits within courses Experimental approach to integrating digital practice in L&T (Teaching Digitally) Immersive environments & AI art students New L&T models, pedagogical frameworks Improve digital literacies and confidence Art education & public galleries/museums Critical Media & Critical Arts/Design Digital Practice Open Practice as Open Research Relationship between art education & traditional & emergent tech industries How can universities better benefit from home-grown talent? Explore an enterprise model/strand of the Collective New courses through Industry perspectives on digital e.g. Creative Coding Open Design and Manufacturing Knowledge Alliance between HEIs, Makers, Makerspaces and Manufacturers to boost Open Design & Open Manufacturing
  25. 25. Thank You Chris Follows c.follows@arts.ac.uk Twitter: @CCWDigital Instagram: CCWDigital #artsDMC http://digitalmakercollective.org/ https://process.arts.ac.uk/

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