myblog | Nina O'Reilly | Activity https://myblog.arts.ac.uk/members/22048768/activity/ Activity feed for Nina O'Reilly. Fri, 17 Apr 2026 03:55:29 +0000 https://buddypress.org/?v= en-GB 30 hourly 2 99cc71539e6b9ef22ea512fd9af1748f Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=118 Tue, 15 Oct 2024 13:56:06 +0000 Inclusive Practices Reflective Report Introduction   In this report, I will reflect on my journey in this unit and the intervention for inclusive practice I have developed. Through this unit I learnt about difference, intersectionality and how this shapes experiences and perspectives. I saw how a lack of inclusivity prevents equal opportunities at UAL. Yet, I took hope in critical pedagogy as a tool to actively challenge myself, my practice, and the systems I work within.  Artefact description and development process  As a learning technologist I create e-learning resources for CSM’s technical workshops. My artefact “Alt-text as poetry workshop” (Appendix A) focuses on writing alt-text for online images to create greater inclusion through digital accessibility. While I run sessions about educational content development, I find it challenging to convey the importance of digital accessibility.  It struck me, through the experiences of Christine Sun Kim (2012), Khairani Barokka (Okka) (2017), and Claudette Davis-Bonnick (2020), that there is a narrow perception of creative practice when intersected with disability. I then reflected on UAL as a university with a message of social justice. While we have a social model of disability and an awareness of the importance of accessibility, there are challenges with engagement and implementation of best practice. Even UAL’s 2022-2032 strategy doesn’t mention digital accessibility, despite the goal to expand online learning.   I developed my artefact in response to this; considering alt-text as something poetic, creative, and expressive that may open up the topic of digital accessibility in an engaging way, making our teaching and creative practices at UAL more inclusive in the process.    Action – use and impact of artefact   I haven’t facilitated this workshop yet. However, I will pilot it with the digital UAL learning teams in our Autumn away day. Through this I can gain more feedback and make more improvements before delivering across UAL.  This artefact will be a continuation of my work delivering staff training. However, it is different in its inclusive focus. Additionally, I believe it leans into our strength as an institution of creative thinkers. I am excited to see how this approach works and could change my practice for future training sessions.   My positionality   This unit has taught me to consider my positionality throughout my practice and my life. For this artefact I therefore need to consider that I am white, cis female, and I do not have disabilities. While I am passionate about creating inclusivity, particularly in the digital realm, I do not rely on alt-text for meaning. While I have experienced sexism, sexual assault, and prejudice related to being Irish, I have not knowingly experienced incorrect assumptions about my identity, nor have I experienced racism. This creates several implications. One, with my positionality comes privilege and a power dynamic that I need to consciously work to counter. Two, topics may emerge during the workshop that participants will have experienced, but I won’t.   Critical pedagogy provides a framework for this. In Pedagogy of the oppressed, Freire states both student and teacher identities must be considered in the classroom, appreciating that everyone will be coming from different places.  This is key for me in approaching the workshop. Freire also critiques the “banking notion” of education, where a teacher deposits knowledge into students. To counter this, I will begin each workshop stating that I am learning alongside the attendees, so it is an open environment of exchange.   Context   Disabled people face significant exclusion from the internet. An Office for National Statistics report states, “In 2017, 56% of adult internet non-users were disabled” and that 60% of internet non-users between 16 to 24 years old were disabled. (Serafino 2019) This alarming trend is important for the UAL context, especially as in 2021-2022, 28.8% of UAL students declared a disability, which is higher than the 17.4% average (Office for Students, 2023).   E-learning content is legally required to be accessible (Legislation.gov.uk, 2018). However, Ability Net’s 2022 report revealed that of 200 HE professional respondents “Almost 80% said that accessibility is seen as a high priority for their organisation, but a key concern is that commitments made by senior managers are not matched by the resources needed to deliver change.” (Mannion 2023) The report also illustrates the lack of strategy, ownership, and training around digital accessibility.   It is within this context that I developed my artefact as an active way I can contribute to inclusivity as a learning technologist.  Inclusive learning theory and practice  The ‘Art for a Few’ (2011) report examines UK art colleges’ exclusionary admissions processes, finding that they enact Pierre Bourdieu’s concepts of habitus, field, and cultural capital. A habitus is the perspective one develops within their context and lived experience, a field is an environment within which one interacts with others, and cultural capital is the power dynamic created by cultural knowledge. Thus, a field such as an art college is shaped and regulated by people from a certain habitus who perpetuate certain cultural capital, which makes it extremely difficult for people from different backgrounds to enter that field. The report states:  one must possess the habitus which predisposes you to enter that field and not another, that game, not another. One must possess at least the minimum amount of knowledge, or skill or ‘talent’ to be accepted as a legitimate player (Bourdieu, 1993:8). If habitus confronts an unfamiliar field, although the experience can be transformative, it more often produces feelings of ‘discomfort, ambivalence and uncertainty’ (Reay et al., 2005:28). (2011, p.21)   This highlights the difficulty of just entering an art college. However, admission is the first hurdle; students from different backgrounds, including disabled students, will continually encounter barriers throughout their studies. Referencing Paulo Freire and bell hooks, Aisha Richards and Terry Finnegan (2015) argue that there must be:   a shift in the field of higher education itself, such that HE moves towards inclusive practices to develop a transformative approach in all its actions: that is, to develop flexible and anticipatory approaches. This is how we need to proceed within teaching and learning in the art and design disciplines. The concept of critical pedagogy (Freire 1968; hooks 1995) is key for embedding this work into inclusive and transformative learning. (p. 6)  E-learning has accelerated during the pandemic and UAL’s new strategy aims to increase it. As a learning technologist I must think critically about the barriers within this space. Digital accessibility is one area with the potential to include/exclude. Training workshops, such as my artefact, encourage conversations, reflection, and change. This can reinvent power and push institutions towards inclusive practice, rather than forcing students to learn in systems that have not been designed for them.  Evaluation  As I have not yet run the workshop, I will evaluate it based on peer feedback and how I will measure the workshop’s success.   I outlined the workshop with UAL digital learning teams and received an enthusiastic response to the idea of alt-text as a creative entity, especially in UAL’s context. I also presented this to my blogging peer group which was a great opportunity to gain feedback from a diverse range of colleagues outside of online learning.  Some of the positive feedback they included was that “Just in the short description, it’s made me think about alt-text completely differently.” (Blogging group 17, 2023) Another said “I’ve been to quite a lot of accessible training. I do know about alt-text, but I’ve never really thought about making creative interventions of it so like, that’s already kind of opened up a whole new way of being creative to me.” (2023)  My blogging group made some great constructive feedback for the workshop. One suggestion was to encourage attendees to be experimental and embrace the ‘pedagogy of ambiguity’ (Finnigan and Richards, 2016) of art and design education to gain confidence with alt-text. Another suggestion was to use alt-text examples that speak to UAL staff. In my presentation I used an example of alt-text written for a fashion show by Sinéad Burke (2018), which they found powerful and would work well within UAL. This is therefore a key consideration for the workshop.  I originally envisaged this as a staff workshop for developing online learning content. However, as my peers mentioned, digital accessibility is also important for students. UAL has a chance to lead on this front and as students go on to become creators and managers, having leaders who value digital accessibility is a powerful contribution UAL can make to society. In the staff sessions I therefore will discuss how students understand digital accessibility and whether staff will share this guidance and best practice to their students as part of the design and making process.   To measure impact, success, and generate suggestions for improvements, I will run post session surveys to understand confidence levels with alt-text before and after the session, how likely staff are to build on the session through their practice and by discussing this topic with students. If the staff sessions are successful, I will speak with Academic Support to discuss delivering student sessions.  Conclusion  This process has taught me so much. I have learnt that institutionally, digital accessibility is not embedded in our professional and academic practices as much as it should be. This is pertinent for UAL as we strive towards being a social purpose university with increased use of online learning.  I’ve learnt about the power of exchange with colleagues, particularly those outside of my typical working relationships. While I received encouragement from my fellow digital learning peers, the real constructive feedback on my artefact came from my blogging group, colleagues I didn’t know prior to the PgCert. This demonstrates the importance of diverse thinking and opportunities for us to collaborate outside of our professional silos.   Finally, through critical pedagogy I’ve learnt that change starts in the classroom. I’m empowered to use creativity as a tool for UAL to think about alt-text and digital accessibility differently, and for the change that we can collectively make.    Bibliography   Barokka (Okka), K. (2017) “Deaf-accessibility for Spoonies: Lessons from touring Eve and Mary are Having Coffee while chronically ill,” Research in Drama Education: The Journal of Applied Theatre and Performance, 22(3), pp. 387–392. Available at: https://doi.org/10.1080/13569783.2017.1324778.   Blogging Group 17 (2023). ‘Artefact sharing’. University of the Arts London, Microsoft Teams.  Burke, P. J. and McManus, J. (2011) ‘Art for a few: Exclusions and misrecognitions in higher education admissions practices’, Discourse: Studies in the Cultural Politics of Education, 32(5), pp.699-712. Available at: https://www.advance-he.ac.uk/knowledge-hub/art-few-exclusion-andmisrecognition-art-and-design-higher-education-admissions (Accessed: 1 March 2022).   Burke, S. (2018) Richard Malone: the perfect start to London Fashion Week. @richardmalone is one of the kindest people in fashion but constantly […]. [Instagram]. 14 September. Available at: https://www.instagram.com/p/BntDnKsl1wF/ (Accessed 17 July 2023)  Christine Sun Kim (2012) A Selby Film. Available at: https://vimeo.com/31083172 (Accessed: 4 May 2023).   Coklyat, B. and Finnegan, S. (2020). Alt-Text as Poetry Workbook. (Online). New York: Self published. Available at: https://alt-text-as-poetry.net/assets/Alt-Text-as-Poetry-Workbook-PDF-2020-12-01.pdf (Accessed 26 May 2023).    Davis-Bonnick, C. (2020) ‘Understanding visual impairments: Ocular centred mainstream Creative Arts Universities’, Shades Of Noir, pp. 106-109. Available at: https://shadesofnoir.org.uk/content/understanding-visual-impairments/ (Accessed: May 4, 2023).   Finnigan, T. and Richards, A., (2016) ‘Retention and attainment in the disciplines: art and design’. York: Higher Education Academy, Available at: https://www.advance-he.ac.uk/knowledge-hub/retention-and-attainment-disciplines-art-and-design (Accessed: 19 June 2022)  Freire, P. (1970). ‘Pedagogy of the oppressed’. London: Continuum.   Legislation.gov.uk (2018) ‘The public sector bodies (websites and mobile applications) accessibility regulations 2018’, Legislation.gov.uk. The National Archives. Available at: https://www.legislation.gov.uk/uksi/2018/852/contents/made (Accessed: March 19, 2023).     Mannion, A. (2023) ‘Higher Education Sector Digital Accessibility Gaps highlighted in Global Report’, AbilityNet. Available at: https://abilitynet.org.uk/news-blogs/higher-education-sector-digital-accessibility-gaps-highlighted-global-report (Accessed: 13 July 2023).  Office for Students (2023), ‘Access and participation data dashboard, electronic dataset’. Available at: https://www.officeforstudents.org.uk/data-and-analysis/access-and-participation-data-dashboard/data-dashboard/ (Accessed: 12 July 2023)   Richards, A. and Finnegan, T. (2015) ‘Embedding equality and diversity in the curriculum: an art and design practitioner’s guide’, The Higher Education Academy. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/resources/eedc_art_and_design_online_1568037256.pdf (Accessed 16 July 2023).   Serafino, P. (2019) ‘Exploring the UK’s digital divide’, Office for National Statistics. Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/householdcharacteristics/homeinternetandsocialmediausage/articles/exploringtheuksdigitaldivide/2019-03-04#what-is-the-pattern-of-internet-usage-among-disabled-people  (Accessed: 13 July 2023).   University of the Arts London (2022) ‘Our strategy 2022-2032: the World Needs Creativity’. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0036/339984/UAL-our-strategy-2022-2032.pdf (Accessed: 13 July 2023).      Appendix A  Shannon Finnegan and Bojana Coklyat, both disabled artists and activists, developed the Alt-Text as Poetry workshop to show the role of alt-text as a poetic, descriptive entity rather than something that is written in a perfunctory way. They have made the workshop materials available to anyone to share, adapt and use for the purpose of learning. You can view their works […] “Inclusive Practices Reflective Report “

]]> 0 a3e4fb0576ec52377bb404feb19ca7ae Nina O'Reilly wrote a new post on the site Nina O'Reilly PhD blog https://norphd.myblog.arts.ac.uk/?p=29 Wed, 07 Feb 2024 17:55:30 +0000 Place and placelessness https://www.researchgate.net/publication/251484582_Place_and_Placelessness_Edward_Relph

LGBT and gentrification […]

]]> 0 f68859b4948de6346aae9b09096db9b8 Nina O'Reilly wrote a new post on the site Nina O'Reilly PhD blog https://norphd.myblog.arts.ac.uk/?p=25 Tue, 06 Feb 2024 21:26:23 +0000 How does culture thrive in a lawless liminal space?

The haunting of these histories in King’s Cross within the now. What can we learn about now from that time? What is our relationship with these histories e […]

]]> 0 0f95a2a9b2eed66cc8e6b35fce37a644 Nina O'Reilly wrote a new post on the site Nina O'Reilly PhD blog https://norphd.myblog.arts.ac.uk/?p=14 Sun, 04 Feb 2024 17:32:49 +0000 Introduction

P3: How can one do justice to the lived experience of people, while, at the same time, critically analyse discourses, which form the very stuff out of which our experiences are made?

P4: How […]

]]> 0 39d7625b1b8b176f5c68210f5a8ed138 Nina O'Reilly wrote a new post on the site Nina O'Reilly PhD blog https://norphd.myblog.arts.ac.uk/?p=13 Sat, 03 Feb 2024 10:50:06 +0000 NW: On club cultures I would add:

Redhead, S., ed. (2009) The clubcultures reader: Readings in popular cultural studies. Oxford: Blackwell.

McRobbie, A. (2015) ‘Clubs to Companies: Notes on the Decline of P […]

]]> 0 0fd83dc8bc03e26ed53d3be3e019de9b Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=115 Sat, 27 Jan 2024 11:32:59 +0000 Please find the slides for my presentation (on the 29th January 2024) below.

ARP-presentation_finalDownload

]]> 0 a1607db6a905ffefb1f27e1301e3532e Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=104 Sat, 27 Jan 2024 10:22:21 +0000 This page is a menu of my ARP blog posts, in case it is difficult to navigate these otherwise.

ARP overview: research questions, action research cycle, action plan/scheduleARP Context and rationaleEthical […]

]]> 0 8b32204aacbc0fc3f6bbcaa2162e9e96 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=108 Sat, 27 Jan 2024 10:20:44 +0000 Introduction

One of my ARP’s research questions is “How can knowledge and confidence of this topic be increased to create best practice?”. Over the course of my research – including my document analysi […]

]]> 0 c6fc5d23e4ba6ad417cbf1eddbe83b66 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=101 Thu, 25 Jan 2024 14:54:35 +0000 Barker, G. (2023) UAL Carbon Calculation: Educational Working Group. Available at: https://canvas.arts.ac.uk/News/240267/ual-carbon-calculation-educational-working-group. (Accessed 12 January […]

]]> 0 9468eb56760d075b5b5169ca7c7b2f5e Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=99 Thu, 25 Jan 2024 11:03:37 +0000 In this post I will reflect on my ARP – what went well, what didn’t, to what extent was I able to answer the research questions, what part of the AR cycle did I complete and what’s next? This post is intended to […]

]]> 0 afdde5676b5d1b9ba41a8b7ee83c7a9c Nina O'Reilly wrote a new post on the site Nina O'Reilly PhD blog https://norphd.myblog.arts.ac.uk/?p=10 Fri, 19 Jan 2024 17:02:25 +0000 Thoughts 19/01/24

Met with supervisors earlier this week and in preparation for registration I need to revisit my research questions as my current questions presuppose my answer to them. The advice is to […]

]]> 0 e5638a9c5e84fe574be9387a7a165d5d Nina O'Reilly wrote a new post on the site Nina O'Reilly PhD blog https://norphd.myblog.arts.ac.uk/?p=9 Fri, 19 Jan 2024 16:19:04 +0000 Campkin, B 2013, Remaking London : Decline and Regeneration in Urban Culture, I. B. Tauris & Company, Limited, London. Available from: ProQuest Ebook Central. [19 January 2024].

]]> 0 8e6bc8a004d299d28f2e9c0ca3721ba3 Nina O'Reilly wrote a new post on the site Nina O'Reilly PhD blog https://norphd.myblog.arts.ac.uk/?p=1 Fri, 19 Jan 2024 10:28:49 +0000 Boden, R., Kenway, J., & Epstein, D. (2005). Getting Started on Research. Available at: https://doi.org/10.4135/9781849209205 (Accessed 19 January 2024)

Almost any social, political, cultural, economic or […]

]]> 0 ce198c91dceed0ed03dc27fae97245ad Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=52 Fri, 12 Jan 2024 10:50:34 +0000 I have chosen a mixed methods approach: document analysis, questionnaire (quantitative + qualitative), and individual learning/training. I did consider whether autoethnographic would be a suitable approach, as I […]

]]> 0 dd56d063061642854b1a606d2394a3cf Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=79 Fri, 12 Jan 2024 10:49:38 +0000 Authoring the game: using a gamified powerpoint presentation

With my reading of the Landers et al, and my knowledge of the Web Sustainability Guidelines, and my knowledge of my audience (UAL learning […]

]]> 0 b76eb60b78a6d8716dc68527a11ace4d Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=74 Thu, 21 Dec 2023 14:50:17 +0000 I identified document analysis as a pertinent research approach for my ARP, based on my reading of Bowen (2009).

Why choose the WSG for analysis?

The World Wide Web Consortium (W3C) was founded by Tim […]

]]> 0 47e0b67466d7a5e633a757c4ab281787 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=61 Tue, 19 Dec 2023 13:50:16 +0000 I opened my questionnaire to digital learning staff via the UAL Digital Learning Support channel on MS Teams. It was open for a period of three weeks from 06/11 to 27/11. Overall I had a 36% response rate, as 14 […]

]]> 0 b6cecb7263f676289d52142d5390e90f Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=67 Fri, 08 Dec 2023 17:26:04 +0000 Research questions

How aware are UAL digital learning staff members about digital sustainability?How can knowledge and confidence of this topic be increased to create best practice?

Please see my “context […]

]]> 0 d188d421ef8bcf58933e18e77240a821 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=54 Wed, 25 Oct 2023 16:06:57 +0000 Completing the ethical enquiry form is a vital part of the ARP. Firstly because it makes me consider and account for the ethical implications of my project, but also because in doing that I need to design and […]

]]> 0 11f3fc6b8601546349b58d2efdabae59 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=50 Mon, 09 Oct 2023 16:27:38 +0000 Some background

You don’t know what you don’t know, and then you have a lightbulb moment. Mine came at the ETHO Technical Community Conference at the Royal College of Art in February 2023. Aymeric Mansoux, one […]

]]> 0 3b5f5384d2b24f57d16c9a6a266c6a35 Nina O'Reilly posted a new activity comment https://silvasgotopinions.myblog.arts.ac.uk/2023/06/23/race/#comment-5 Thu, 13 Jul 2023 07:49:48 +0000 Hi Silva, thank you for your post. I love the way you linked Josephine Kwhali’s critique of unconscious bias with Freire’s writing about power – I feel like you’ve unlocked something there. Perhaps this is how critical pedagogy works in action, the fact that we as educators can think critically about a system that so affects our societies and…Read more

In reply to - Silva Hrabar-Owens wrote a new post on the site Silva's Blog Josephine Kwhali eloquent take on unconscious bias (Kwhali, 2017) has finally made my confusion about unconscious bias clear in my head. What I have […] ]]> 3a4e976e720de2d63dd6e3570b0b2774 Nina O'Reilly posted a new activity comment https://noreillypgcert.myblog.arts.ac.uk/2023/05/26/blog-post-2-faith/#comment-12 Tue, 11 Jul 2023 20:21:41 +0000 See my own comments on other posts on this topic: https://fmazzarella.myblog.arts.ac.uk/2023/07/10/blogging-activity-2-faith/?unapproved=9&moderation-hash=fa0bd3e4ec052e9d19a45b806f0d1451#comment-9

In reply to - Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert My recurring thought through each of these resources was that religious identities are only partly about religion. Kwame Anthony Appiah’s lecture r […] ]]> 139c71e8e4e54f94f1ade95048a8d4ec Nina O'Reilly posted a new activity comment https://noreillypgcert.myblog.arts.ac.uk/2023/06/19/case-study-3-race/#comment-11 Tue, 11 Jul 2023 20:06:18 +0000 See my own comments on other posts on this topic: https://silvasgotopinions.myblog.arts.ac.uk/2023/06/23/race/?unapproved=5&moderation-hash=9f368ab90106c32300ffa8888096f221#comment-5

In reply to - Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert The “Witness Unconscious Bias” video calls out the idea of racism being an “unconscious bias” especially in the context of UK HE. Josephine Kwhali […] ]]> ae2a8dc42ec6b22565b97328a5580106 Nina O'Reilly posted a new activity comment https://ninatrivedi.myblog.arts.ac.uk/2023/06/12/blog-2-faith/#comment-10 Tue, 04 Jul 2023 14:40:53 +0000 Hi Nina, apologies that I have not commented on your blog sooner and I hope that it still proves useful. I picked up on the same point within the “Religion in Britain”, report with regard to how religions are used as names for ethnically marked populations: Hindus, Sikhs, Jews, Christians and Muslims and that black people by contrast are labelled…Read more

In reply to - Nina Trivedi wrote a new post on the site Nina Trivedi 3 headings from the ‘Religion in Britain: Challenges for Higher Education.’ Stimulus paper (Modood & Calhoun, 2015).  Discuss two things you learnt from […] ]]> 285b865d2814afa699d8362a61d5dd42 Nina O'Reilly posted a new activity comment https://samb22.myblog.arts.ac.uk/2023/06/27/inclusive-practices-race/#comment-8 Tue, 04 Jul 2023 13:52:31 +0000 Hi Sam, thanks for your post which was (as always!) a thought provoking read. You always connect these readings back to your practice in a meaningful way and pose interesting questions.

You speak about the role of positionality, both in understanding the texts and in how we operate in teaching spaces. This made me reflect on how we were asked…Read more

In reply to - Samantha Barber wrote a new post on the site thinking thoughts academic practice Hahn Tapper |A pedagogy of social justice education: social identity, theory and intersectionality Before I read very far, I […] ]]> 7670892d28342d0c992e714db3c1cc0f Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=49 Mon, 19 Jun 2023 20:43:05 +0000 The “Witness Unconscious Bias” video calls out the idea of racism being an “unconscious bias” especially in the context of UK HE. Josephine Kwhali counters the idea of prejudice being unconscious as this gives p […]

]]> 2 558b02f168b19f46ec3cc5cf9e6279cc Nina O'Reilly posted a new activity comment https://samb22.myblog.arts.ac.uk/2023/05/23/inclusive-practices-faith/#comment-4 Fri, 02 Jun 2023 08:27:53 +0000 Hi Samantha, enjoyed reading your blog. I think we came to some similar conclusions from the readings, with regard to religion being as much about practice as set scripture, which in turn is open for different interpretations over time.

As an atheist coming from abroad to the UK, the secularism is something I’ve found refreshing. Although the…Read more

In reply to - Samantha Barber wrote a new post on the site thinking thoughts academic practice Shades of NoirInterview with William Whitcombe:  The chaplain and interfaith advisor for LCF & LCC I chose this article as I […] ]]> dc412b105a654769c735cbef209cfa86 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=48 Fri, 26 May 2023 20:53:39 +0000 My recurring thought through each of these resources was that religious identities are only partly about religion. Kwame Anthony Appiah’s lecture reminds us that religion is not just what you believe, it’s wha […]

]]> 3 7e271dd91ecd4abd27aef163672544d0 Nina O'Reilly posted a new activity comment https://ninatrivedi.myblog.arts.ac.uk/2023/05/14/inclusive-practices-unit-blog-1-disability/#comment-8 Fri, 26 May 2023 11:30:59 +0000 Nina, I’ve really enjoyed reading your post. Firstly, you have engaged with all of the texts from personal and professional perspectives, connecting them to your life and practice, thank you for sharing these reflections.

You make an important point about the resources needed to push from representation into inclusion and equity – a…Read more

In reply to - Nina Trivedi wrote a new post on the site Nina Trivedi Christine Sun Kim: The short film or video featuring artist Christine Sun Kim explores, as she states, ‘[the] physicality of sounds’ and the ‘Loo […] ]]> 87765f2df267cb734cad4a404ea80b2c Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=47 Thu, 04 May 2023 08:28:03 +0000 Forging a life and livelihood in the arts is not easy. Surviving economically, being understood and respected as an artist is a challenge. Thinking about intersectionality, what are the other factors that act as […]

]]> 2 a65e34bac83c147f51a73a682a07d9fd Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=45 Mon, 20 Mar 2023 20:32:38 +0000 Our cohort met for the first time in person at LCC on the 27th January. In groups of three we examined an artefact from our teaching practice and considered its aims, how it is used, what is assessed and how it […]

]]> 0 9307ce7a63dc157d8a1c4d110eb8bc2b Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=44 Mon, 20 Mar 2023 20:24:05 +0000 Collecting all the interesting readings I’m coming across but have not yet read here!

Adler, J.E. (2017) Artists in offices: An ethnography of an academic art scene. London: Routledge. 

Bennett, J. ( […]

]]> 0 e89fb1cdcfcecdb79ab6341791ae53ec Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=38 Sun, 19 Mar 2023 13:57:53 +0000 In our final face to face session, we read and discussed some readings in small groups. The Hyland (1999) and Macfarlane & Gourlay (2009) pieces in particular posed interesting questions about what knowledge is […]

]]> 0 12e55ab7b5b31fee2aa3b2690dbe87d1 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=30 Fri, 10 Mar 2023 12:43:37 +0000 In the on-site session on the 24th February, we thought about the knowledge and values that underpin our approaches to learning. My group mind-mapped these out to: 

Our underlying (subject) knowledge: how […]

]]> 0 e6db1dfd0db85ca9bf4fc892590f55ac Nina O'Reilly posted a new activity comment https://noreillypgcert.myblog.arts.ac.uk/2023/02/13/microteaching-session/#comment-4 Mon, 27 Feb 2023 13:03:30 +0000 Thank you very much for your feedback, Sean-Henry! Really nice to hear that my session has sparked some ideas for you and your students. Also, that’s a really powerful counterpoint too about the retaining the word “poetry” over “activity”. Thanks again for sharing your thoughts.

In reply to - Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert My Microteaching session took place on the 10th of February. In the afternoon session, my classmates Irti, Genevieve, Louise I participated in and […] ]]> 9bc7531ca21fd4094599893d34a1c59f Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=21 Mon, 13 Feb 2023 10:32:16 +0000 My Microteaching session took place on the 10th of February. In the afternoon session, my classmates Irti, Genevieve, Louise I participated in and taught 20 minutes sessions under the observation of our tutor […]

]]> 2 426ba842af43f5d5dcd0469d66ad1e98 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=14 Fri, 27 Jan 2023 16:54:19 +0000 Davies, A. (2012) ‘Learning outcomes and assessment in art and design. What’s the recurring problem?’, Networks ADM-HEA Magazine, Issue 18, July 2012. Available at: http […]

]]> 0 b17303238df4d6cd416f2e7d627cccf6 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=9 Fri, 13 Jan 2023 14:56:13 +0000 Abstract:

Reflections

I was drawn to this article as Bloom’s taxonomy, as well as constructivist/cognitivist/ connectivist pedagogies, have underpinned the approaches of the publishing and higher e […]

]]> 1 1c606097fb7328f96f7260fe540da5e2 Nina O'Reilly wrote a new post on the site Nina O'Reilly PgCert https://noreillypgcert.myblog.arts.ac.uk/?p=1 Fri, 16 Dec 2022 11:29:44 +0000 My name is Nina O’Reilly and I’m a Specialist Technician for Digital Projects at Central Saint Martins. In this role, I provide learning technologist expertise and guidance across the technical resources ac […]

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