Workshop practices

This page addresses the potential for hybrid learning in workshop contexts. Access to workshops will be restricted to small numbers at any one time: capturing the activity of students and technical staff will allow at least some learning of techniques and possibilities to be shared beyond a given group present in the space.

‘Getting at the tacit understandings of an artful practice is critical in coming to understand the processes of creativity.’ (Erin O’Connor)

  • WHY online workshop support is not just relevant, but is ESSENTIAL.
  • If no workshop access is supported, students will become completely distanced from the making process, undermining the entire ethos of what we do at ECA.
  • It’s essential to keep students in touch with materials and workshops for their learning experience and understanding of process. Even when our students can’t physically be present with us in the workshops, keeping our students minds focussed on the end goal is an important factor to how we keep our students engaged with the process.
  • When returning to campus and workshops, if no technical information has been shared, there will be an overwhelming amount of information to catch up on. It is important to keep these connections with materials and workshops to prepare students for entry into workshop spaces when the time comes, ensuring that they will know and be familiar with their instructors and Technicians, the environment, tools and materials.
  • Communication skills are an essential part of the sharing of ideas. These skills need to be learned, and by online discussions and tutorials, these skills will be hugely improved on.
  • It will considerably improve and ease the transition from purely online supported teaching to actual workshop making when campus workshop spaces are operating again
  • Continuity of teaching
  • Workshop online access will aid in limiting feelings of disconnection within student groups, assisting in the building of the student’s community. We can begin forming bonds between student and teacher and begin creating the very important community that they will be a part of. This is ESSENTIAL regardless of environment and circumstance.
  • All online resources will provide an excellent back up for students to refer to. This will definitely enhance and support their learning
  • Iteration: Active conversation with technical reality.
  • Improving observational and listening skills through the videoing of technical support.
  • Resource only focused teaching will deny all technical skills which will be detrimental to student experience on return to campus.
  • Support can be given in various ways:
  • Videos uploaded to LEARN
  • Online worksheets
  • Guided tours of workshops, including H+S instructions
  • Remote inductions of machines
  • Videos of techniques
  • Online one to one discussions/tutorials with Technicians
  • Relevant support material shared
  • Live video feed of demos
  • Practical work undertaken by technicians and collected from a pick up point
  • Possible live feed so that student observes the process, and can give direct feedback
  • Live feed, discussions in a group with all students
  • Possibly create ‘workshops’ in TEAMS: We don’t have to lose the workshops essence, we could have one teams area for The Workshops, then individual channels inside it for each of the workshops. This could hold documents etc., be a place for people to congregate online, for technicians to be if anyone needs them (doesn’t always have to be live in person can be asynchronous)
  • Next Steps:
  • Identify what can be supported online
  • General workshop introductions
  • Video walk through of workshop spaces, identifying machinery
  • Video inductions of machinery, how to use them safely, what the machine is used for
  • Online worksheet to accompany video
  • What processes can be videoed? Communication and collaboration with Academic staff: Each Technician to have discussions with Academic staff to identify / prioritise which processes will be needed first in order to support the teaching programme / course.
  • Processes could also be accompanied with worksheets
  • Live feed of process: Communicate with Academic staff to identify what is needed essentially (speak to Jenny Gray and Susan Cross)

Could have students watching Technician working live on their designs/ projects, giving real time feedback

  • Problems to solve:
  • FILMING: What to film on? Mobile phones? GoPro? How many are there?
  • AUDIO: Do we need separate microphones?
  • Film first and then add the audio/voice over?
  • How to film? Second person to hold camera? Tripod needed?
  • Access to workshop facilities in order to film
  • Some Staff might not be comfortable being filmed (check sheet, to find out how comfortable people are? Or just audio record, with accompanying photos)
  • Need tips on how best to produce a small film: ie

PREP: WHAT exactly needs to be demonstrated?

STORY BOARD to ensure all essential information is covered

  • EDITING process: Premier Pro? Staff will need software and possibly training
  • Information for staff on how to upload videos and accompanying instruction documents to Media Hopper (Learn)  (Resources are online)
  • Wifi connections, if live streaming.
  • Workload- upskilling/training- hours/staffing
[From Alistair Craig and the workshop team.]
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