At the beginning of Openlearning, I was surprised to learn that the students in the Basho came from different educational backgrounds. It reminded me of the time when I was studying interactive design and digital-media art as an undergraduate when the college reformed its classroom system to include students from different selection methods (e.g. high school exams from science, arts-only exams, regular high school students with no art training), and I eventually decided that the college reform had in fact failed. One important reason for this is that the high school student who is selected for admission to an art school by conventional examinations does not, to a large extent, have a certain level of artistic literacy, nor is there an appropriate curriculum to teach them “how to think like an artist” and “how to work with people from different academic backgrounds to (even if there are courses that mandate this, the fact is that individual student opinions often override the rules, resulting in unhappy collaborations), leaving it entirely up to the student’s own perception, which I don’t think is scientific.

But, Facing to the problem that“I want to openly collaborate with my peers so that we can learn together. But, I don’t know where to start. How might I create a way of working with my peers that will enable the open pooling and sharing of our skills?”, I think we are in very different states of mind. After four years of undergraduate training and study and having a solid knowledge base, the question now is how to give my views and opinions on a topic from my original area of expertise and share them with others.

I think it is necessary to first identify a “medium” that everyone agrees on, and to promote those based on a consensus that everyone agrees on. In building the basho, this involved both Covenant & Research Ethics and Peeragogy.

At the beginning, students within basho did not understand what ‘things’ we wanted to pursue and what we did not pursue, and many of them suggested concrete elements such as ‘spend less’, or even returned to undergraduate studies to start thinking in stereotypical terms A course project output. I think it’s important to think about the environment from the outset in terms of how it can be a pleasant discussion and collaborative environment rather than a goal-oriented one, as the goals of art and design are not quite the same.

Howard Rheingold: “When I started using social media in the classroom, I looked for and began to learn from more experienced educators. First, I read and then tried to comment usefully on their blog posts and tweets. When I began to understand who knew what in the world of social media in education, I narrowed my focus to the most knowledgeable and adventurous among them. I paid attention to the people the savviest social media educators paid attention to. I added and subtracted voices from my attention network, listened and followed, then commented and opened conversations. When I found something I thought would interest the friends and strangers I was learning from, I passed along my own learning through my blogs and Twitter stream. I asked questions, asked for help, and eventually started providing answers and assistance to those who seemed to know less than I. The teachers I had been learning from had a name for what I was doing — “growing a personal learning network.” So I started looking for and learning from people who talked about HOW to grow a “PLN” as the enthusiasts called them.”

The above passage struck me as very poignant. Excerpted from Peeragogy.

Week1 About Basho / Lisirui Wang / Contemporary Art & Open Learning (2022-2023)[SEM1] by blogadmin is licensed under a Creative Commons Attribution CC BY 3.0