Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
6.a 1/2: Materiality in the Digital Age
This track aims to open the discussion into the topic of materiality in the digital age. It will address how educators from kindergarten and onwards work with, through or even against the digital in relation to materiality, i.e. how digital practices transform the research and education dealing with the topic of materiality.
In art, design and craft education at different levels, the digital and the material meet, either as integrated wholes, as collaborations or as violent collisions. In such collaborations or collisions, the existence of materiality can be understood differently depending on the viewpoints of art, design and craft educators. Some educators move seamlessly across digital and physical materiality in their practice. For other educators the concept of materiality exists as something separate from the digital, while others speak of digital materiality as a space where the digital becomes “something” and gains materiality.
The educational field dealing with these questions does so from several ideological positions. However, avoiding the turbulence of questioning these positionings is unhealthy, and bold thinking often emerges from turbulence. Questions such as; How can education address the balance or imbalance of the intangible, of culture, atmosphere, pedagogy and ethics, in the meeting between the digital and materiality? How can we challenge the dichotomy of digital/material, that can exist symbiotically and in endless ways, and how can we address ensuing tensions between social innovation and education? are just some of the discussions we foresee.
The track also extends its discussion to how the coexistence and collision of the digital and materiality transforms societies and impact people’s ways of experiencing things. The ensuing discussions might transform how art, design and craft educators prepare for the meeting between the digital and materiality. We hope for a broad approach to this track, with rich discussions in regard to this topic.
10:45am - 11:10am
Learning to create images with computer code
OsloMet – Oslo Metropolitan University, Norway
Programming is becoming a part of the school curricula in Norway both in lower and upper secondary education – this includes subjects such as art, design and craft. What can programming contribute to the learning processes of these subjects? ‘Tinkering’ is a creative phase in a learning/working process, emphasising both creation and learning. In this project, visual images are created via computer programming to enhance the main author’s learning. The process is structured into stages. The important phases of the learning process are realised as a result of tinkering with existing codes. An important discovery for the learner, and one key aspect of programming images is that, as a mode, it opens up ways to create repetitions effectively, resulting in various patterns. This turned out to be motivating for the learner. This paper discusses tinkering as a learning process that is relevant to programming within art, design and craft education.
11:10am - 11:35am
Learning about Materiality through Tinkering with Micro:bits
Western Norway University of Applied Sciences, Norway
This paper discusses two pilot projects in Art and design education at the teacher training at Western Norway University of Applied Sciences. In the second round of drafts for the new curriculum of Art and design digital knowledge is described as stretching from using simple digital resources to master and shape your own digital products. It is no longer limited to two dimensional visual modelling as previously drafted. This is in our view a new approach in a subject where making, tinkering and designing allows for explorations in both 2D and 3D. Given that we want to encourage the use of the digital together with the use of physical materials, the pilot case studies demonstrate the importance of bringing coding and the material aspects of tinkering, making, and creating into play. The BBC Micro:bit was used to make coding and mechanical control part of projects made with traditional material. Further research and development should be undertaken to bring such practices into classrooms in primary and lower secondary schools.
Keywords: Art and design education, materiality, programming, Micro:bits, citizenship
11:35am - 12:00pm
Designing an intuitive interface to enhance trigonometry learning
Universidad del Desarrollo, Chile
In the last three decades, the application of TUIs (tangible user interfaces) in education has demonstrated its positive influence on performance and learning of students. At Universidad del Desarrollo in Chile, monitoring of diagnostic tests over time evidences difficulties and challenges in the teaching-learning of trigonometry in first-year Engineering education. This study consisted in designing and validating a tangible interface to learn trigonometry in the classroom setting. The methodology used was a quasi-experiment with first-year students from the Schools of Design and Engineering at Universidad del Desarrollo in Chile. Principles of the theory of Embodied Cognition and Blended Interaction were applied to model an intuitive, collaborative and meaningful learning experience. During the design process, three Intermediate Models were tested with several types of users, and two Prototypes were tested with an experimental group. User-testing highly contributed to the design of the interaction experience and the interface, progressively defining the functional and pedagogical aspects. Comparative analysis of Pre and Post-Test results, demonstrate that students’ performance increased by 37.1% after two sessions using the interface.
12:00pm - 12:25pm
Engaging in Materiality: Issues in Art and Design Education
University of Florida, United States of America
In the training of art and design educators, we must not overlook modes of engagement that can build capacities for connecting theory to practice through creative research and connections to the physical materiality of art. Whether online or on-the-ground learning, artist-teachers must not disconnect from the power of engagement with and the materiality of art. This paper places a focus on ways that teacher training programs can anticipate and activate attitudes of new materialism, providing a much-needed anchor in the digital age against disembodiment. With a contemplative view of art practice as research, projects in an art and design education program elevate opportunities for exchanging understanding, promoting dialogue, and approaching learning and research as relationship. Intentionality in the ways that the practice of teaching itself is also materiality, as a living practice, along with the training teachers as designers and facilitators of cultures of making, thinking, and learning are discussed.
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