week 7
1/Did you read Chapter 1 of Grootenboer, Peter, Christine Edwards-Groves, and Sarojni Choy. Practice Theory Perspectives on Pedagogy and Education: Praxis, Diversity and Contestation. Singapore: Springer Singapore Pte. Limited, 2017. Print. p1-22 (link)
Rather than viewing aspects or mechanisms of the social world in a dualistic manner, practice theory views them as mutually constitutive and connected in complex and irreducible ways.
This brings us to another feature of practice-based education for understanding and development, shifting the sole focus from the practitioner to the practice itself.
The study of educational “practice” which focuses on the actual act of practice or what happens at the site of practice, rather than on the qualities of the people at the heart of the practice
Practice theory still recognizes that the researcher as a participant makes practice happen and intervenes in history making.
Practice theory provides a more comprehensive understanding of social phenomena and encompasses more analysis.
It emphasizes that language practice is one-sided for the organization and education of society.
By understanding education as time, practice theory provides a unified perspective that sees education as primarily textual, discursive, and symbolic.
2/Did you consult and read from the Resource List for this Sprint? Inhabiting Practice (link)
《Understanding Knowledge As a Commons : From Theory to Practice》
This book is intended as an introduction to a new way of looking at knowl-edge as a shared resource, a complex ecosystem that is a commons–a resource shared by a group of people that is subject to social dilemmas. The goal is to demonstrate the analytical benefits of employing a multitiered approach that digs deeply into the knowledge-commons ecosystem, sourcing from a multitude of different disciplines
3/Did you attend and participate in Inhabiting Practice: Routes, Rhythm and Decoding
I participated in Neil, Beth and Jack’s scenario question in Basho
The tacit dimension. To acquire tacit knowledge, we typically learn experientially by imitating someone who has mastered the practice we wish to master. Moreover, tacit knowledge is not only found in the knowledge we associate with tactile or embodied skills; it is also found in the learning practices we internalize through routine practice. The ways in which we learn to absorb and embody this form of knowledge, while often self-evident to us, are opaque and even mysterious to others.We need to find ways to “decode” this tacit knowledge so that we can share it effectively with others.
4/Did you do any of the further reading on Inhabiting Practice?
《Practice》The first anthology to examine what the contemporary concept of practice means for art, tracing its development and speculating on its direction.
“Practice” is one of the key words in contemporary art, used in contexts ranging from artists’ descriptions of their practice to curatorial practice, from social practice to practice-based research. This is the first anthology to examine what the contemporary concept of practice means for art, tracing its development and speculating on where it is headed. The shift towards practice-based learning may mean less focus on grand events or outcomes, but it also reflects the pressures of neoliberalism to make oneself marketable with a set of skills that can be performed and rehearsed.
5/ Did you attend and participate in The Artist’s Toolkit 2 at ECA?
I participated in collage, drawing, dancing and element finding activities. I found it very interesting and relaxing to feel the class atmosphere
6/After this workshop, did you complete the three short Learning Modules in Week 6?
1.Open learning in practice
New tools drive content generation. Open learning facilitates the effective use of the toolkit. Through the sharing of the platform we bring together users and resources to make the format more diverse and richer. oeps is designed to be more practical.
2.Planning for Learners
Learning is the processing of information from experience that updates the properties of the system. The properties of the system change with the state of learning.
The precise targeting of OER users, the
UDL is a useful and simple framework for planning for diverse learners in specific situations 1) engaging activities 2) more diverse representation of your learning materials 3) allowing learners to easily integrate into your project and participate together
Open education in a public setting can be a great way to integrate peers into the art space together and make all those present feel comfortable and stress-free
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