Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education

Autor/inn/en	Marshalsey, Lorraine; Sclater, Madeleine
Titel	Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education
Quelle	In: International Journal of Art & Design Education, 39 (2020) 4, S.826-840 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshalsey, Lorraine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12331
Schlagwörter	COVID-19; Pandemics; Educational Technology; Electronic Learning; Blended Learning; Online Courses; Teaching Methods; Art Education; Design; Studio Art; Barriers; Creativity; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kunstwerkstatt; Kreativität; Computerkonferenz
Abstract	It would seem that technological campuses of tomorrow have manifested in 2020 as an essential spontaneous response to a world event. This article examines the current crisis in physical art and design studio learning in higher education as a consequence of the COVID-19 outbreak and the sector's response to the fast-track conversion of blended learning to a distributed model. Universities are focusing on virtual community building where group work, 'crits' and presentations are being carried out online. Moving assessment and engagement to online formats has consequences for practice-based art and design courses: distributed learning changes how we teach and learn. This article discusses the implications of art and design studio education in a time of distributed learning. It considers the loss of control over a physically based, practical curriculum and the repercussions for students unable to perform to the depth and rigour required for creative art and design practice. Studio education is considered a signature pedagogy, and has a distinct set of guiding principles such as facilitating critical play, thinking and making, and a pedagogy of ambiguity. This article examines the successes and challenges of moving these pedagogical principles into distributed spaces to support student engagement, using Cultural Historical Activity Theory (CHAT) as a research framework. The article also examines pedagogical strategies that support students to engage in physical forms of creative practice that enable them to connect their lived experience in a time of crisis. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01