Author Archives: Agnes Cameron
Microteaching ↝
[students] realize that these artifacts are in fact the result of much thought, iteration, and analysis; i.e., the design process. These products do not just “happen”. (Shepperd, 1992) For my microteaching exercise, I chose to run a laptop disassembly task … Continue reading
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Object Based Learning ↝ Reflections
I found the object-based learning lecture interesting for a few reasons. I’d slightly misunderstood what object-based learning was, and it was interesting to hear about different frameworks that got learners to do most of the talking in class. The one … Continue reading
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Case Study 2 ↝ Planning ↝ Jumpstart
I’m interested in a trend observed by myself and colleagues at the CCI where some digital skills that are assumed prerequisites for our courses are now unfamiliar to a large fraction of incoming students. Examples of these include: This trend … Continue reading
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Case Study 1 ↝ Diverse Learners ↝ PEMbroider
The Creative Computing Institute (CCI) offers courses ranging from year-long diplomas to 3-year degrees, with most incoming students having little or no prior experience with coding or electronics. Learning these complex skills in a limited timeframe requires self-directed practice, yet … Continue reading
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Workshop 1 ↝ Reflections
This first workshop contained a discussion of different teaching case studies, and short readings from UAL’s Spark journal. The Spark pieces in particular I really enjoyed — there was something really satisfying about reading research on one’s immediate environment. The … Continue reading
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PGCert ↝ Introduction
Making “computer” mean computer-feelings and not computer-devices shifts the boundaries of what is captured by the word. It removes a great many things – smartphones, language models, “social” “media” – from the domain of the computational. It also welcomes a … Continue reading
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