For me, being in a MOOC has felt like being seated inside a vast, unlit stadium where you can hear other attendees whispering and you can see their messages on the walls, but otherwise, they remain invisible. Getting acclimatized – even feeling welcome – does not come right away.
A few weeks later, this is still more or less my experience, but my eyes seem to have adjusted to the darkness now – I feel like I can see better and interpret more than before.
Gardner Campbell’s Open Ed 2012 keynote address hit me like a bolt to the brain… [It] made me feel inspired and energized to explore my own spaces between art, technology and learning.
In the Week 2 resources, under “Perspectives on Education”, the video of Gardner Campbell’s Open Ed 2012 keynote address hit me like a bolt to the brain: his passionate advocacy for truly open learning, his challenging definitions of what he felt it should be, and his support and appreciation for the interdisciplinary responses of his students – all of these factors made me feel inspired and energized to explore my own spaces between art, technology and learning. I think I may have found a new inspiration – someone to study more closely.
When I was in the Emily Carr College of Art + Design in the eighties, I learned about media theory (e.g. MacLuhan), multimedia and hypertext (e.g. Ted Nelson), and visual literacy and visual perception (e.g. Tom Hudson, Rudolph Arnheim, Johannes Itten). Some things I learned from reading books or watching videos, but a lot of information I got first-hand, from seminars, workshops and special research projects. The people I learned from in-person were all artist-educators who were actively exploring ideas through their own art practice or educational research, often using consumer tech on shoestring budgets.
Back in my days as a multidisciplinary art student and research assistant, my greatest personal challenge was to interpret and synthesize all the raw information, and later, decide how to express my experiences. Many of my extracurricular readings covered topics in AI, cybernetics, user interaction, and theories of learning and education. I was all over the place conceptually, and loved it. Science educators like Seymour Papert and Alan Kay caught my interest for their explorations with interfaces and user (student) interaction. I read about the MIT Media lab, and all its explorations into media, technology, art and science. I read articles from the ISAST Journal “Leonardo”, and learned about PhD-level multidisciplinary art and science research projects. A good deal of the theories and terminology was just over my head, but I had found an interesting, fertile territory to consider, in the intersections of art, education and technology. Convergence was just starting to happen, and it was a fascinating thing.
My multimedia instructor, artist Gary Lee-Nova, helped me understand the relationships between modern analog and digital media, perception and society. Gary talked about author William Gibson and the idea of cyberpunk way before it was popular. Research, exploration and personal development were fun back then.
My mentor back in art college, Dr. Tom Hudson, opened my mind to modernist Bauhaus art education patterns, and under his guidance, we updated and reinterpreted them by using desktop computer graphics programs to research visual literacy and drawing systems.
After graduating from Emily Carr’s four year diploma program in 1989, I opted to pursue computer graphics, animation or commercial design as my career path, instead of art education. Tom had, at some level, hoped I would continue pursuing art education as a career. I did teach computer graphics in night school for a few years, tutored art privately, and was an Artist-in-Residence in the Vancouver School Board, but I never went into education in a more formalized way, like by pursuing a degree.
After 20 years working in the commercial sector, bringing visual design services to software/hardware developers and business people, the exciting theoretical, creative aspects of my thinking felt as is they had atrophied and needed some dusting off. My Modus Operandi had become one of speed and economy: skimming the surface of the pond of ideas to get from questions to answers, and from initial request to practical deliverable, as quickly as possible. Any education I took from my graphics career was of a short-term, tactical nature. I learned what I needed in order to fulfill a particular short-term goal. In that kind of mode, there wasn’t much time or interest in theory.
Now, I’m employed in Vancouver’s largest vocational college, helping teachers to adapt their experience and materials into online courses. In a higher education institution, my perceptions and reactions have had to adjust to a more deliberate, thoughtful form of delivery: integrity over speed, and quality over quantity.
Now, it feels like I’m rediscovering the joy of the interconnectedness of ideas – a multidisciplinary approach to things. I’m fascinated to see some of the topical connections between Seymour Papert, Alan Kay and Gardner Campbell.
I can, and should, now enjoy taking a deep dive into topics, instead of just skimming the surface.
It’s a long hello, but worth the wait…