The following blog post was created using AI. The transcript was downloaded from MS Teams and uploaded to ChatGPT4o where it summarised the conversation and created the blog post. Image was created by DALL-4.
In the first seminar of the Creative Education Online series, David White and Chris Rowell from the University Arts London (UAL) hosted Dr. Natasha Bonnelame, Program Director of Digital Learning at the London College of Fashion. This seminar, titled “Decentering Digital,” explored the emerging field of fully online provision in creative education.
Introduction and Context
David White, Dean of Academic Strategy Online at UAL, introduced the seminar series, emphasizing its goal to reflect on and question the development of online education. David stressed that the format is conversational to foster an engaging and reflective dialogue.
Natasha Bonnelame’s Background and Role
Natasha described her role at the London College of Fashion, focusing on practical aspects of digital learning and research. Her academic background includes a PhD titled “Research Translated Modernities: Locating the Modern Subject in Caribbean Literature.” This set the stage for the seminar’s discussion on decentering and its relationship to decolonizing in the digital context.
Decentering and Decolonizing
Natasha explained that decentering involves moving a central narrative to the side to understand alternative perspectives. She shared her initial encounter with decentering through gender studies, questioning the absence of women in her literature course. This experience led her to explore decentering and decolonizing, emphasizing that decentering is more comfortable for her as it avoids the political connotations of decolonizing. She sees decentering as reshaping narratives and reforming conversations by questioning dominant narratives and including marginalized voices.
Digital Context and Challenges
Natasha’s journey into digital learning began with cultural institutions like museums exploring digital platforms to share hidden or under-researched histories. She reflected on the challenges of digital platforms, such as hierarchical structures in content management systems (CMS) and the need for scripts and codes to override these structures. This realization led her to see the potential of digital spaces for new ways of understanding cultures and histories, but also the limitations imposed by existing systems.
Implications for Creative Education
David connected these ideas to creative education, emphasizing that replicating traditional art school models online would exclude certain groups. Instead, UAL aims to design flexible, student-centered online courses. Natasha shared her belief in the value of digital platforms for accessibility and education, but also highlighted the need for careful planning and consideration of underlying systems and structures.
Student Engagement and Assessment
Natasha suggested that digital platforms offer opportunities for diverse forms of assessment, such as video presentations, which move away from the traditional focus on writing. She pointed out that digital platforms can facilitate these changes, making online courses a space for innovative educational practices.
Q&A and Discussion
The issue of system constraints and the need for continuous requests and justifications for changes to accommodate diverse student needs. Natasha and David discussed the importance of institutional support and the challenges of implementing changes in higher education.
Visibility and Opacity
The concept of visibility in online education was introduced, drawing on Édouard Glissant’s idea of opacity. This highlighted the importance of allowing students to choose their level of visibility, especially for those with challenging educational experiences. Natasha supported this idea, reflecting on how not being visible can be an active resistance and a way to engage differently.
Student Agency and Support
The experience with an online photography MA was also discussed, noting that giving students too much responsibility can lead to anxiety. Natasha agreed, emphasizing the need for educators to do the legwork and provide scaffolding to support students in a decentered educational environment. She stressed that decentering should not shift the burden onto students but rather involve thoughtful institutional changes.
Concluding Remarks
David White wrapped up the seminar, acknowledging the ongoing nature of the conversation. He appreciated the powerful concept of decentering and its potential to reshape educational practices. The seminar concluded with an invitation to continue the dialogue in future sessions, highlighting the importance of addressing these issues in the evolving landscape of online creative education.
Key Takeaways
The seminar underscored the importance of questioning and reflecting on educational practices in the digital age, advocating for a more inclusive and flexible approach to creative education. By decentering dominant narratives and considering diverse perspectives, educators can create more accessible and innovative learning environments. The conversation highlighted the potential of digital platforms to transform education while emphasizing the need for careful planning and institutional support.
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