Abstract

Our recent research project explored and celebrated the signature creative pedagogies used by colleagues across UAL. In this session we will consider how these teaching approaches can be deployed in flexible online or blended learning environments. We will invite delegates to bring examples of their teaching practices and will explore the concept of ‘pedagogic motivation’ and how this can help us take our tried and tested studio pedagogies and translate these into effective online learning approaches that can work remotely and flexibly in fully online or hybrid courses.

Session and activities

We are Georgia Steele and Rob Clarke, Head of Education Design and Development and Learning Designer at UAL Online. Our roles involve figuring out how to deliver an outstanding creative education online.  

We recently conducted research into the various creative pedagogies used across UAL by lecturers, technicians and other colleagues, which revealed a rich culture of supportive, ambitious and inspiring pedagogic practices that deliver outstanding teaching and learning for our students.  

In this session we will explore how we can celebrate and build upon this creativity and expertise, but within an online environment, whether as part of hybrid or fully online courses, to widen opportunities for more people to experience a UAL education and all of the benefits that it brings. 

During this session we will look at some of the outcomes of our research, sharing examples of pedagogic practice that we heard about in our interviews with colleagues across UAL’s colleges, as well as taking a brief look at the history of distance pedagogy (which goes back further than you might think!) and some of the techniques and technologies that it now deploys. 

We will then ask participants to share their own teaching practices and together explore how through a reflective approach rooted in what we are calling ‘pedagogic motivation’, these practices might be translated into a fully remote or flexible online environment, that is deeply rooted in the ‘why’ of teaching, but reconsiders the ‘how’.  

By the end of the session, participants should feel better equipped to consider how they might best achieve their teaching ambitions in the online environment and we will supply them with a ‘field guide’ to support them to embed this approach into their practice.  

 

NOTE TO REVIEWERS:
This session could work either as a participatory workshop session or delivered as a paper without the interactive elements.