The B&Q digital planning team deliver a masterclass to advertising students. The use of smartphones, tablets and laptops allowed the students to explore related content in relation to affiliates, search and pay-per-click campaigns.
It is interesting to observe how students are increasingly using multiple screens during teaching sessions. Either in a lecture setting where links can be explored, comments made through twitter or responses to updates/shares/likes and so on. Or through informal group working in workshops where smartphones, tablets, laptops are used to share thoughts, research, develop ideas and prepare to present. This is clearly second nature and provides additional layers to the learning experience.
A workshop and networking event organised by students for Wessex CIPR with speakers from agencies, private and public sector.
I realise from my responses to an exercise developed by Jenny Moon that I could identify changes in structure as providing a framework to facilitate reflective writing. Often I prefer some scaffolding or template to enable quick verbal sketches (or straw man) which I then develop over time – so everything being ‘blocked in’ prior to working up is something I bring from my visual background and I have no qualms about drafts being re-worked beyond recognition. Perhaps this also relates to my needing a sense of control (particularly when encountering something unfamiliar). This probably partly explains my choice of a blog to develop my thesis as the structural scaffolding provides a greater sense of organisation than the emergent content deserves.
In terms of reflective practice and reflexivity, for me, reflexive practice is developed as connections and themes are allied to reflection on feelings and emotions to develop a deeper response to a situation.
Research question: Understanding (reconstructing/deconstructing) engagement with field through fused (academic/industrial and creative/technical) teaching/practice
Assumptions: interpretivism (but recognising tension with objectivist and quantitative approaches), technology has changed social reality (post-postmodernism, metamodernism, pseudomodernism, digimodernism), interdisciplinary practice
Learning theory: fusion, action learning, experiential learning, reflexive practice
Ontology: internal idealist, practice/teaching – teaching/practice
Epistemology: interactive, subjectivist (habitus), objectivist (field)
Methodology: ideographic, visual ethnography, inductive constructions and deconstructions, hermeneutic (can it be other?)
Methods: field work, interview, observation, visual/hypermedia