A journey around my classroom: The psychogeography of learning spaces
When art and design students and lecturers co-habit any kind of space, many relationships and interactions occur, only some of which are even loosely connected with learning and teaching. Do the activities which unfold in a studio or classroom define the space as a place for exploration, or do they imply a blocking of personal learning journeys? Specifically, if the psychogeography (Debord, 1955) of the learning space reproduces a hierarchical power relationship, can this be compatible with student-centred pedagogies and enquiry-based learning?
Learning Spaces, Psychogeography, Enquiry-based Learning
Dr Silke Lange
Dr. Silke Lange is Associate Dean of Learning, Teaching and Enhancement at Central Saint Martins. Silke’s research encompasses the creative process, collaborative learning, interdisciplinarity, learning environments and the student as co-creator. She has been involved in projects such as the ‘Innovators Grant 2015’ at the Node Centre in Berlin and Broad Vision, an interdisciplinary art / science research and learning programme. Her recent investigations into learning environments have been published in an international anthology on Learning Space Design as a co-authored chapter entitled: Promoting Collaborative and Interdisciplinary Learning via Migration between different Learning Spaces.
Richard Reynolds completed his Masters in Anglo-American Studies at Oxford University in 1982. From 1983 to 2010 he worked in the publishing industry, and served as Managing Director of Reynolds & Hearn Ltd from 1999 to 2010. Richard has taught at Central Saint Martins since 1994, and has been Joint Head of Academic Support at CSM since 2013. He is also Course Leader for MA Applied Imagination in the Creative Industries. His best-known published work is Superheroes: A Modern Mythology (Batsford 1992, Mississippi 1994).
David White is Head of Digital Learning in the Teaching and Learning Exchange at UAL. He researches online learning practices in both informal and formal contexts. David has led and been an expert consultant on numerous studies around the use of technology for learning in the UK higher education sector and is the originator of the ‘Visitors and Residents’ paradigm, which describes how individuals engage with the Web.
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