My Thoughts
Reading all the articles given to us can become overwhelming in finding out what practices that fits your style of teaching or delivering information to students. How do you know how effective your practice is? Do we need to understand all these theories and ideas? How, do you know if you are being effective in delivering technical subjects in particular ideas on design. A word that is constantly mentioned in these articles especially in gathering data is the term ‘thematic analysis’ below I’ve attached a brief description of what it means with diagrams to help visualize the process. It would seem, as practitioners, we must review and assess the information we deliver and teaching techniques, to assess effectiveness. This simple method seems to be a gateway of reviewing how we work or how ‘you work’.
“I’m not sure how I apply this but it’s something that I need to do… possibly”?
Just read Judy Wilcox- Central Saint Martins University of the arts of London and Karen Mohan- Central Saint Martins University of the Arts London; the title of the article is called ‘in commerce the potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design in high education’.
There are several headings to be observed.
1 abstract: note of subject ‘object-learning ‘colonial colonialism to climate crisis events’.
My thoughts…
I found the article difficult to read as it touches on many levels of student engagement, some of the case studies cover a lot of items such as ‘mobilising and supporting students understanding of the complex global and social issues that they may encounter in an online learning environment’. They also try to address the benefits of teaching in art and design subjects using educational tools technologies; exploring elements of pedagogies that can be used to stimulate and successfully translate ideas online.
Lots of examples of study material based on data gathered from students, some of this comes under colonial colonialism and the climate crisis events. This they analysed with a body of students which gave feedback through reflective journalism. They looked at student learning processes and initiated projects with certain outcomes they used thematic analysis semantic analysis easy. The thematic analysis is a method of identifying analysing and reporting pattern’s themes within data. What is the thematic analysis method, its analysing qualitative data, usually applied to a set of texts such as an interview or transcripts. The researcher closely examines the data to identify common themes topics ideas and patterns of meaning that come up repeatedly. The thematic analysis is one of the most common forms of analysis within qualitative research- it emphasises, identifying patterns.
One drawback (from Chatterjee ET al 2013) has argued for the potential of object based learning-is to address some of the difficult knowledge and make abstract concepts more concrete for learners and to create ‘develop a range of transferable skills which will include research, critical thinking’ but the drawback here is that there is evidence based studies with the courses in the humanities sciences and social sciences what object based studies are more normally used to enhance the learning experience- but how that translates in the ARTS-“If you think about…you know the ‘painter’, ‘sculptor’ , ‘the maker person’ that uses their hands; to many people- ‘materials’ can be difficult to be demonstrated online”. To have the physical environment they need to facilitate the equipment to demonstrate technique or skills. It is difficult for online viewers to participate (to support particular arts and crafts, construction, milling machines, cutting of materials, heavy industry tools/ machinery) not easily accessible if working online or at home.
Below, I hope the diagrams visually explains the process.
Reference
Willcocks, J & Mahon, K (2023) ‘in commerce the potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design in high education ’.’Art, Design & Communication in Higher Education’, (Volume 22) p. 187-207