About the project

The project is an online - blended learning collaboration between the Certificate Higher Education students and undergraduate students from the Federal University of Espirito Santo - Department of Social Communication- Brazil. The project involves online student-led collaborative decision making, shared lectures and experiences.  

PROCESS
The Certificate Higher Education shared a selection of material produced during our block one Units with the Espirito Santo students; the Espirito Santo students will use these as part of their film editing unit. Students interact online, present to each other, discuss ideas and evaluate learning.

OUTCOMES

The outcomes of the collaboration involve
1. An archive of material produced by UAL Certificate Higher Education students
2. Final films produced by the UFES students
3. an archive of group conversations, recorded lecturers and student and staff evaluation reports from students and staff 
4. a selection of recorded and edited interactions presented in a form of a film

5. A brochure about the project
 

WHY DO WE DO THIS?

We believe in mutual exhange, bringing together people from diverse sociocultural and financial backgrounds, learn from each other, use blended learning methods to build confidence, artistic agency, relationships, and diverse communities of practice.The project relates to decolonising the curriculum debates.

The pedagogic rationale of the project is based on testing out radical digital learning pedagogy methods. We are particularly interested in methods that liquidify power dynamics, promote interdisciplinarity and independent learning.

The project is framed as an online collaborative project that brings together radical pedagogy methods  with new online teaching and learning methodologies. 

Its theoretical framework relates to action research and critical pedagogy theories that liquidify power dynamics, promote interdisciplinary and independent learning (Horton and Friere, 1990; Roth, 1999; Reason and Bradbury, 2006;Bauman, 2007; Haraway 1991) . 

It draws from existing online/blended learning and media theories linking those with discourses from performance narrativity and Kolb’s spiral learning (Etchells, 1998; Zipes, 2004).