Using multimedia to teach critical and contextual studies (100/69) -- 100 Ideas for Active Learning

Using multimedia to teach critical and contextual studies Dr Artemis Alexiou What is the idea? Critical and Contextual Studies (CCS) modules offer students the opportunity to learn about their discipline’s historical and contemporary practice, so they are able to position their own practice within this context. Typically, students learn about historical and contemporary concepts and practices when reading academic texts written by specialist authors in the field. This approach to knowledge has its own benefits, yet, this chapter suggests an alternative method of delivery for this type of information: a learning activity using pre-recorded presentations by key speakers. Rationale for idea In the 1970s, the Coldstream reports argued for changes in higher education that would “improve the status of artists and designers” (Borg, 2012, p. 4); namely the implementation of Contextual and Critical Studies (CCS) modules to all art and design HE courses. Since then, art and design education at university level has been “almost uniquely divided against itself” (Frayling, 2004, p. 40), often because CCS is taught in a traditional manner that tends to “reinforce students’ roles as passive learners” (Ebert-May et al., 1997, p. 601). Subsequently, the requirements of academic study, which are quite different from those of experiential learning study, create an indisputable anxiety to art and design students, including many dyslexic students and students with other mental or learning difficulties typically included in this cohort. Research reveals that teaching CCS is most effective when instructors follow an active learning approach, which has been found to improve academic achievement and encourage an inclusive environment for all students (Baepler & Walker, 2014; Bamber & Tett, 2001; Haggis & Pouget, 2002; Parker et al., 2005; Smith & Cardaciotto, 2011; Thomas, 2002; Weller, 2016). Furthermore, an active learning approach can be applicable and beneficial for small-size and large-size classes, when planned appropriately, whilst alternative forms of delivering content help students learn effectively (Berk, 2009; Falchikov, 1995; Stefani, 1994). Step-by-step instructions on how to implement Step 1: Identify the learning outcomes of your teaching episode, within the context of your module Think about the learning outcomes of your module, asking: where does this teaching episode stand within this context? Once you are able to identify exactly what is the content that you wish to deliver during this teaching episode, you will then be in a position to write down the learning outcomes of this specific session. Step 2: Understand your student cohort Think about your student group. Are they experienced thinkers and writers, or not? In which stage of their studies are they in? Does your student group have a mixture of confident and timid students? Is your student group mono-disciplinary or multidisciplinary? Do students have similar skills in critical thinking? Does you