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As an AI language model, ChatGPT has the potential to transform the way we teach and learn. It can provide educators with a powerful tool for engaging students and facilitating learning, and can help to automate certain aspects of the teaching process, such as grading and assessment. However, some educators may be concerned about the impact of ChatGPT on their profession, and may wonder if they should be afraid of the changes that it may bring.

While it is true that ChatGPT has the potential to disrupt traditional teaching methods, there are many reasons why educators on this course should not be afraid of its impact on their profession. Here are some of the key reasons why:

ChatGPT is a tool, not a replacement for human teachers. While ChatGPT can provide valuable support for educators in the classroom, it is not a substitute for the expertise and experience of a human teacher. Educators are still essential for providing guidance, support, and feedback to students, and for creating a supportive learning environment.

ChatGPT can help to enhance teaching and learning. By providing educators with access to a wide range of resources and tools, ChatGPT can help to enhance teaching and learning in the classroom. For example, it can be used to generate personalized learning materials, to provide feedback on student work, and to facilitate collaboration and discussion among students.

ChatGPT can help to promote inclusivity and accessibility. As an AI language model, ChatGPT has the potential to provide students with access to high-quality educational materials regardless of their background or ability. This can help to promote inclusivity and accessibility in the classroom, and can ensure that all students have the opportunity to succeed.

ChatGPT can help to save time and resources. By automating certain aspects of the teaching process, such as grading and assessment, ChatGPT can help to save educators time and resources, allowing them to focus on other aspects of teaching and learning.

ChatGPT is still in the early stages of development. While ChatGPT has shown great promise in the field of education, it is still a relatively new technology, and there is much that we do not yet know about its potential impact on the profession. As such, educators on this course should approach ChatGPT with an open mind, and be willing to experiment and explore its potential applications in the classroom.

In conclusion, while educators on this course may have concerns about the impact of ChatGPT on their profession, there are many reasons why they should not be afraid of its potential to transform teaching and learning. By embracing new technologies and exploring their potential applications in the classroom, educators can help to create a more engaging, inclusive, and effective learning environment for all students.

Personal Touch. Teachers have a unique ability to understand their students’ strengths, weaknesses, and learning styles, and to provide the kind of individualized support that ChatGPT cannot.

Overall, educators on the University of the Arts London PG Cert Unit 1: Theories, Policies & Practices should not be afraid of the impact of ChatGPT on their profession. While AI technology has the potential to revolutionize the education sector in many positive ways, it should not be seen as a replacement for human teachers. Instead, educators should focus on how they can leverage AI technology to enhance their teaching practice and improve student learning outcomes.

Ultimately, the role of teachers in the education sector will continue to be vital, even in an age of rapidly advancing technology. While AI technology may be able to perform certain tasks, such as grading assignments or answering frequently asked questions, it cannot replace the human connection and empathy that is at the heart of effective teaching and learning. As such, educators on the University of the Arts London PG Cert Unit 1: Theories, Policies & Practices should embrace the potential of AI technology, while also recognising the essential role that human teachers will continue to play in the education sector for years to come……..I hope.

I tell ya that’s entertainment, that’s entertainment

“The cultural values are male; for a woman to say a man is funny is the equivalent of a man saying that a woman is pretty. Also, humor is largely aggressive and pre-emptive, and what’s more male than that?” Fran Lebowitz

A study by researchers from the University of Wisconsin found that incorporating humour into classroom instruction can increase student engagement and participation.

‘108 undergraduate students enrolled in one of four sections of a human development course. Two sections were taught by a humor-using instructor, and two sections were taught by an instructor who did not use humor. Results showed that the humor-using instructor’s sections had significantly greater class participation and significantly greater affective learning, as measured by student course evaluations’

Kher, N., Molstad, S., & Donahue, P. (1999). The Effects of Humor in a College Teaching-Learning Environment. Journal of Educational Psychology, 91(1), 1-15. doi: 10.1037/0022-0663.91.1.1.

A group conversation on 23.01.23 discussed and debated the values of the teacher as a performer. The pressure to  entertain for students, to appreciate their lessons or a potential devaluation of our profession. Getting our students to stand on desks shouting ‘Captain My Captain’, inspirational rejection of authoritative education or saccharine pastiche? We reached a quick consensus that charisma can be both positive and negative. If it’s showing how ‘passionate’ a teacher is, it helps engage the students. Does it take up too much space?  If it’s performative, it can be off-putting.

“Charisma is the result of effective communication, not the other way around.” – John C. Maxwell

From asking what is it to be entertained , ideas formulated around the theme of charisma. Our group four females and myself asked if charisma was gendered? This came as no surprise.  Historically, charisma has been associated with male leaders, and studies have shown that individuals often associate charismatic leadership with masculine traits, such as assertiveness and confidence. This may lead to a perception that charisma is a masculine quality and that women are less likely to be seen as charismatic leaders. 

However there are studies showing that women can just be as charismatic, well of course! This clearly highlights the depressingly persistent influence of societal expectations and stereotypes, leading to these negative perceptions.  What is an educator’s duty of care for their student’s learning?  I believe exposure to a variety of teaching styles and perspectives, a diverse range of role models could help students develop a more nuanced and inclusive view of the world. Who wouldn’t desire this?

“Teaching is a sacred profession, and with that comes a responsibility to care for the whole person, not just their academic achievement.” – Bell Hooks

In conclusion, entertainment can be an effective tool for engaging students, however it shouldn’t come at the expense of academic rigour or meaningful learning experiences.  The role of a teacher is to facilitate learning and help students achieve academic success, any use of entertainment should support act, not the headliner.

” Compassion means the noticing of social or physical distress to others and the commitment to reduce or prevent that distress”. Gilbert 2017:189

How can we make our assessment and feedback practices more compassionate? 

The online, cross-programme event, Wednesday 15 February, 2-4pm, was led by Dr Neil Currant, it explored the affective aspects of assessment practices and the impact they have on students.  The intention of the session was to reimagine assessment practices for a social justice oriented, relational and compassionate approach. As someone from a traditional authoritative educational background, I was keen to explore further.

There seems to be a common misconception that addressing the need for support in feedback makes it in some way soft, easy or a compromise. Not at all, it was simply about avoiding distress. Dr Currant further stated that “Compassionate assessment and feedback must be underpinned by equality not equity”. It began me reflecting on what is compassion. For me there must be an honesty, but with that truth there must be support.

‘Students talked about challenges about consistency of the feedback between tutors and across their courses and many of them felt it wasn’t sufficiently personalised and some students felt it wasn’t sufficiently challenging to enable them to actually attain as high as they might be able to. They wanted much more personalised guidance to allow them to attain high. And I think that links with other issues which have emerged in research around having high expectations of all of our students.​’

(Liz Thomas 2022 UAL AwardingGap Review)​

We began exploring compassion with each other as a cohort.  Compassion does not mean giving only positive feedback.  ‘Be precise, avoid tentative wording.  Be attentive to the fact that the words we use might affect student identities.  Beware of the first person, feedback is about the student’s work, not the feedback giver. Avoid adverbs and superlatives (e.g. unfortunately). Don’t judge the work, evaluate.  Speak similarly to a student awarded higher grades as to those getting lower grades’.

Reflecting, it made me think about how honest can a tutor write, in relation to care for a student. When I first started teaching I was told never to discourage a student from leaving the course. Where does honesty and care exist within constraint? Was this a compassionate or commercially imposed constraint.

“Compassionate feedback requires a willingness to be vulnerable and to acknowledge our own limitations and biases. It requires us to recognise the unique needs and experiences of each individual and to respond with sensitivity and compassion.”

D’Olimpio, L. (2019) ‘Ethics Explainer: Ethics of Care’, The Ethics Centre [Online], 16 May. Available at: https://ethics.org.au/ethics-explainer-ethics-of-care/ (Accessed: 15 November 2022).

UAL hosts information about what is essential ‘Assessment Criteria’ shown above, it does not mention how it should be viewed. Could it be expanded to highlight empathy and open mindedness, in order to create a safe and supportive environment for our students. Recognising our own faults or past failings in order to do so and instil change?

Object Based Learning (OBL) experiential student-centred, learning approach ‘involves the active integration of objects into the learning environment’ (Chatterjee, Hannan and Thomson, 2015, p.1).

How inclusive is object-based learning. Assigned with the task to prepare and deliver a 20-minute learning activity, based around an object, for our tutor group (non defined), could there be a universal timeless tool to teach and critique? My field of Architecture utilises a number of instruments, often quick niche, often to those within the profession.

My first thoughts turned to universal objects or exercises that can or is often used in all subjects, discovering that reading can be an OBL exercise. Students answer questions regarding special collections or journal objects, they select from printed objects (books and periodicals) in the library specific to their course or unit of study. We have utilised this in the past to critique the UAL in house collection against the radical agenda of the department – https://www.arts.ac.uk/__data/assets/pdf_file/0014/190112/Spatial-Practices_Manifesto.pdf

Researching and reflecting, I found UAL runs a co-production between the Arts Student Union and Teaching, Learning and Employability Exchange  producing zines Decolonising the Curriculum to address disparities in experience and attainment for International students and students of colour, I considered one of these as my object – https://decolonisingtheartscurriculum.myblog.arts.ac.uk/

This type of commentary through object was proposed by Jules Prown in 1982, J D Prown ‘Mind in Matter: An Introduction to Material Culture Theory and Method’ (1982) 17(1) Winterthur Portfolio 1–19. Prown would ask them students to think about deduction applying ‘their own knowledge of, interactions with and reactions to the object‘ and ‘speculate about how the object relates to wider society‘. Relating this back to my own future unknown audience, they would have limited and or no knowledge, choice and reference to any book I could present.

This form of OBL would, I fear, not address or develop many of the following desired goals such as observational skills, Visual literacy, Design awareness and knowledge, Team working, Drawing skills etc.

‘Play… is something fundamentally larger than the individual player or their mental state; it is a pattern of movement that surpasses both the players, and is something to which both players belong.’ (p32) Vilhauer, M. 2017. Gadamer’s Ethics of Play: Hermeneutics and the Other. Plymouth: Lexington.

How to get the group to interact with an object that transcends cultural, subject, race, gender and any other boundaries, enabling the group to experience others learning through the object? Reflecting my proposed object, any proposed interaction had to be universal, I thought of play. Often viewed as childish, it is an invaluable ubiquitous tool for interlinking groups, allowing them to make sense of the world relating to Hegel’s ideas on education means the ‘ability to see things from the point of view of the other‘. Maybe it could also be fun, let’s see?

First cohort session, 25.02.2023, placed in small groups we were asked to review and select quotes presented to us from well know academics, writers and practitioners.  We selected:

8. While risk-taking is central to the critical thinking process, this behaviour is unlikely to occur unless those involved have no sense of fear

Macfarlane, B. (2003). Teaching with integrity: the ethics of higher education practice. RoutledgeFalmer: London. P.59

Our interpretation centred around Ken Robinson’s How the classroom kills the creativity, “we are educating people out of their creative capacities”.  It was fascinating to hear from those from other backgrounds reflect on teaching n the UK. Japan & Serbian experience found students modest but ambitious, looking for the answer not the the process. 

How can we listen to what people are feeling in a way that drives learning? 

How do we avoid turning ‘process’ and ‘experimentation’ into another performative task that students do to tick a box rather than to really explore the projects they are developing?

Bruce Macfarlane argues teaching with integrity is crucial for ensuring the quality of higher education, ‘teachers have a responsibility to promote ethical behaviour among their students’. We questioned what that meant in ourselves, trust from our students and  the discussion revolved around passion, to take risks that lead to experimentation and invention.

In advance of the session, we were asked to select and have to hand a unit brief, session plan, teaching artefact or details of a learning activity from our course . Print out to stick on the wall. We considered approaches to designing and planning for learning across a number of levels (e.g. whole courses, sessions, and individual activities), and approaches to teaching that address the challenges and capitalise on the opportunities of different teaching modes, aims, and environments.

My revision of a previous brief  for a student’s response to my own home design to their own DREAMHOME. Originally set with strict deliverables and information to be evaluated in a crit. I was conscious of the text read prior to the task, Davies 2012: Learning Outcomes & Assessment Criteria in Art & Design. In it Davies argues “Tutorials and crits are a great environment for students to gain understanding on what is expected of them….However, these supportive scenarios tend to focus more on the project themes and physical outcomes, rather than the communication of these ideas. Many students leave these supportive scenarios not understanding how the application of these skills can be utilised to improve their work for assessment”. 

“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.”― Paulo Freire, Pedagogy of the Oppressed

Cohort introduction presentations, 11.01.2023, explaining who they are, through their practices and interests, how they intersect with the course and what they wish to explore.  An insightful session, each persons themes and thoughts, what they were curious, highlighting similarities despite different subjects and approaches.  A consensus of concern formed, how can we create change within UAL, an institution presided by assessments in a financial framework?

A diverse the mix of people and backgrounds, from other departments and disciplines, business or science practising in a commercial arts education. Many presentations reflecting their pedagogic practice centred on inclusivity and diversity, considering ways in which teaching can take into account students from diverse backgrounds. How we can challenge the standard hierarchies often found in institutional teaching and explore from a student perspective.

Group discussions followed, keen to explore this topic further I joined ‘Is it possible to encourage the radical change needed to tackle social and environmental injustice within a dominant structure such as a university?’. A debate was generated about the values of teaching in a commercialised environment, some viewing teaching as political, creating students as future agents of change. Though UAL presented themselves as an inclusive institution many felt it is rhetoric for positive publicity highlighting insecure contracts in comparison to other universities. The conversation quickly diverted to views on capitalism and radial change.

What could be radial change? With a male dominated Eurocentric history in my own personal learning, what had I missed and following the linear path by extension my students. Had I denied them the opportunity for my students to speak natively as highlighted by Victoria Odeniyi – arts.ac.uk/__data/assets/pdf_file/0032/359339/Reimagining-Conversations_FINAL.pdf 

John Holberstam in his introduction to ’The Undercommons’ argues recognition and acknowledgment of those on the margins of dominant systems and structures is not the end goal, it is to dismantle those systems and structures that oppress. It’s impossible to see now with those structures in place, we can only see the new world without them “what we want after ‘the break’ will be different from what we think we want before the break” (p.6). 

How can I break down my own structures to become an agent of change, addressing cultural diversity through methods of care, exploring alternative paradigms such as feminist ethics or care ethics, emphasising care to others. “Caring is understood as everything we do directly to help others meet their basic needs, develop of sustain their basic capabilities and alleviate or avoid pain or suffering in an attentive, responsive, and restful manner” Daniel Engster.

Children must be taught how to think, not what to think.– Margaret Mead

What is the value of education, increasingly students enquire how do I achieve, rather than what can I learn to expand critical thought. Is money on their mind, if faced with their fees, my views on attainment could have been focused through a commercial lens.

This session consisted of two presenters James Wisdom and Victoria Odeniyi providing illuminating and thought-provoking lectures.

Beginning with James Wisdom, Higher Education Consultant discussing the ‘The Context of Higher Education’. Highlighting the financial benefits of studying a degree to both students and the economy. UK citizens will earn 37% more, in future, if educated beyond a secondary qualification level. These financial incentives are not reflected in the study of the Creative Arts, however he highlighted most students do not select their courses based on future income. We were introduced to the key influencers of Government (Lord Agnew, Lord Wharton of Yarn and Simon Burns), and negative viewpoints currently impacting the University sector, explaining why the UK Government is now more focused on supporting Further Education than Higher Education.

“Is the following hour the best way my students could spend their time”, relating to recent student satisfaction surveys. Mr Wisdom asked how we can measure the quality of our teaching by dissatisfaction rates, is it a true value?. Signing off with melancholic future Higher Education predictions, I hope he was correct in saying “Don’t believe a word I’ve said”.

The second lecture by Victoria Odeniyi, on ‘Reimagining Multilingual Student Conversations.’ Victoria is undertaking observational research into how language and communication is used in classrooms and online teaching.

The second lecture by Victoria Odeniyi, ‘Reimagining Multilingual Student Conversations.’ Ms Odeniyi is currently undertaking observational research into how language and communication is used in classrooms and online teaching.

Inviting us to think about the languages we know, what we do or do not speak, competence levels, background, heritage and affiliation.

Detailing observations of lecturers utilising colloquialisms “I’m chuffed to bits” to technical speech “Adopting an aesthetic lens”, generating a barrier to learning. The class highlighted their own experiences of teaching or being taught in relation to the use of language. Raising conscious levels of potential consequences of my Irish accent and learned jargon in direct opposition to my teaching objectives.

Hello virtual world, welcome to My Blog, my name is Donald McCrory, I am an Associate Lecturer and lead a vertical design studio on the BA Architecture course at Central Saint Martins . The themes and sites chosen for my cohort are closely linked to my own practice work.

Interactions and dialogues with our students reinvigorate ideals bruised from commercial practice, stimulating conversations and ideas from their insights give me hope. From the PgCert I wish to further establish, understand and enhance the symbiotic relationships between academia and practice. 

Hi Hey Hello Let’s Go!

7 years in teaching, and 19 years in the construction industry: Project Architect / Associate at numerous design studios and a Design Advisor for Greater London Authority, PLACE and NHS. I manage the Architecture Team at London Borough of Tower hamlets in conjunction with my own practice.

I have not received any formal training as an educator. Formed by by own received education, intuition and trial & error. How can I add structure, improve my current methods, critically evaluating and consolidating what works well and learning new or contemporary practices, becoming empathic, inclusive and confident.