Critical Thinking as creative process

This blog is about Critical Thinking – not being critical (being judgemental) when you are thinking, but thinking critically (being analytical). For me critical thinking is about asking questions about the things we take for granted: asking about the things we see as ‘normal’ t. These are things that because of our culture, or society we take as ‘just being’ (not noticeable). Critical Thinking asks us to notice/take the position that this is a perspective: if we lived at a different time or place or culture these ‘normal’ things would be noticeable (not normal). 

In this lecture Sir Ken Robinson reconsiders 'school'. The perspective that 'education' or 'academia' is something separate from the arts (which are lesser value!) is something even those in the Arts might have picked up through social and cultural contact with the wider community. How have you positioned your own knowledge(s) gained from your artistic practice. What resonates with you from this lecture? What surprises you? is there some thing Sir Ken Robinson talks about that you feel he articulates really well - something you've thought but haven't put words to? 
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Learning Domains and MAPP

We have talked about Connectivisum as a principle that this course responds to. Module One Handbook discusses this and it is worth going back to again and again when you are in other Modules (we see the handbooks as working documents you access across the whole course – not manuals for what to do in the moment.) 

Hopefully you have also read Knowing Knowledgeby George Siemans– the recommended reading at the start of the course.  

Here are two (over)views on connectivism:

https://www.youtube.com/watch?v=a8kqcs2aR9c

https://www.youtube.com/watch?v=LyF5k2ab9qI   (2013)

One of the things we value is Learning Autonomy and Connectedness which we feel are key concepts learnt when we carry out the activity of being an artist. (So you already know about these in the arts setting). 

We also value Diversity, Openness (which can be present by their absence in the arts setting!)

We know of things but when do we identify what we know as learning. Each Module you have to ask yourself how to make ‘things happening’ into learning. At one level you have to decide for yourself what the value of learning is to you. We insist that learning is more than just being told exactly about it and doing exactly it. In learning there is something about truth, belief, being gullible, being wrong, and for me most importantly kindness. (Kindnessis a massive idea. For me not a neo-liberal act, but being willing to… be brave and respectful, learning while not contributing to the lack of opportunity for others to do the same). I will write a separate blog on truth and kindness later this term. 

In his book Seimens talks about Learning Domains

In this course, we create the situation for all four of the domains he discusses in this course. But it is the combination of the four that is the Learning Environment of MAPP. The dance, the music, the play, the yoga class are made of a combination of elements and so is the learning environment of MAPP. 

Transmission Learning- The learner is brought into a system through lectures and exposed to ‘facts’.  The Unihub and Module Handbooks do this.

Emergence Learning– involves greater emphasis on the learner’s cognition and reflection. What you do with the UniHub and Handbooks and Blogs, and Skypes and conversations with your Supervisor.

Acquisition Domain– learning is exploratory and inquiry-based. This has to be self-directed (because it is your practice not anyone else’s) but self-directed does not mean alone you need to remain connected through sharing ideas (on blogs, in Skype discussions etc…). You explore this domain through looking at what you have done in the past (and writing AOLs about it), looking at your current practice and how the course and ideas you encounter connect with it, through carrying out a project based inquiry. Sometimes you are considering all three at once (if you are in Module Three for instance).

Accretion Learning– is continuous, the learner forages for knowledge when and where it is needed – Real life and ongoing. This is shared through your blog – which is why your blog is so important to keep contributing to and why commenting on others people’s blogs is so helpful to them. 

Across all this ‘relevance’is crucial to look at critically.  This returns us to thinking about what truth, deception, distraction and fact mean to you/do to you. 

Lastly feedback (to each other on blogs and back and forth with your Supervisor) becomes a conversation - ongoing and not as set of instructions to get an 'A'. Go back to 'The Test'  in my blog on September 16th 2019 for John Green to explain that again...

Looking forward to your comments...

Feedback - not alone

Throughout the course we see you as 'In conversation...' with us, with each other and with the handbooks. So how does feedback fit in with this?

How do we stand with feedback - 
Firstly, feedback is not about telling you how to get an 'A' it is about helping you develop your ideas and work from the place it is when you receive the feedback. So it is not about correcting the work in terms of telling what to do but it is about developing your work. This means that where ever your work is we will always support you in developing it further. Of course as Supervisors we will let you know if you are working at a level that will not pass. We will not be letting you march of the edge of a cliff!! but the Supervisors role is about working with you to go further so feedback will not likely ever be 'Yes, this is right.'!!

Secondly, so feedback is a conversation and on-going process which is why have a 'Feedback response sheet'.  This is so that we can document the conversation in brief. It is also so that you can direct your own feedback.
The feedback response sheet is sent with any drafts you send for feedback - you should use the sheet to ask questions that direct feedback such as
'I have used quotes to give examples of XXX but I wonder if too much of the essay is in the voice of others because of it.'
or practical questions
'I was not sure how to quote an interviewee I have used "" instead of '' for quotes from interviewee and put them I the bibliography but their interviews are not published so should they be in the bibliography?'

The Feedback response form should also be used after a Skype Supervisor tutorial (one-to-one) summarise the discussion and inform a blog about the tutorial.

The Feedback Response Form is therefore a document of learning, discussion and conversation for you to refer to as you study.  It supports the idea you are not alone in your study (you are in conversation) but not being alone does not mean you are just waiting to be told what to do.

A note: emailing your tutor should not be your first response to not understanding something!! First go back to the Handbook that is what they are for to explain the course, ideas and direct, then read some blogs of people who have done the Module you are on. Then have some time to think.

Algorithms, information, and 'we are not neutral'

Across the course we talk about Web 2:0 and how it has allowed access to so much more information than in the recent past. But we have also thought about critical thinking and exploring what ethical considerations there are around subjects. One of the points we touch on in the Handbook is that not everyone has access to the internet across the world. Those who have been on the internet longer have created environments that reflect their own culture and assumptions. Just as your professional practice might have a dominant culture created by the people in your practice before you.

This Ted talk by Joy Buolamwini and interview raises a really interesting ethical consideration you might not even have thought about. Watch both in order to think critically about the information and ideas. 

 

It is interesting to think about how you perceive yourself and how you are perceived can be so different. The idea of the 'gaze' is a wider theory that you could do more research into if you are interested in the idea of how we are perceived affecting what we can do or be. Are there places where you are invisible? 

There are interesting ethical considerations about what it means to objectify other. What makes us human? 

But even more important this post is about why it is so crucial to research beyond just writing a word in Google. Peer reviewed journals, our university library and looking at the bibliographies of books all bring you information in which you are creating your own/other pathways (algorithms) to information. 

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Listening

Module Ones - As you have been thinking about RPL (areas of learning essays) it seems like ti would be time to talk to your Advisor about your ideas before you start writing one.

Thinking about research methods - this video gives a sense of the privilege it is to have people talk to us about their ideas. As you design your inquiry in Module Two or as you are carry out Module Three be reflective. They are not there to answer your questions, you are there to witness and respect their experiences. Then analysis the experience to better inform your own questions.
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