#3CityLink: Disrupting Learning through a Translocal Art Pedagogy Exchange Project

Abstract

#3CityLink involved fine arts researchers, artists and students in three cities: Regina, Canada; Coventry, UK; and Gyumri, Armenia. The project presented a platform for translocal creative interactions using online screen-based media and on-the-ground dialogues. Artists and students investigated the concerns of their locale, questioning the role of the artist in building narratives, revealing lost histories and imagining the future of where they live. Using descriptive case study design, the findings present the opportunities for enriching the student learning experience through challenging habitual approaches to art production, through alternative approaches to digital pedagogy in art education. Students' artwork took on new dimensions beyond what they could have produced working in relative isolation in a university-only studio setting. Students were encouraged to pursue and persist in online learning spaces whilst also taking responsibility for organising their own learning and that of others. Nonetheless, using visual technology and social media for connected, artistic, co-investigation needs further refinement to engage learners, and enhance the quality of visual presence and its potential in open education.

Walking with Youth in Los Platanitos: Learning Mobilities, Youth Inclusion, and Co-production in International Planning Studios

“…Traditional learning environments have emphasized learning in formalized spaces and separation of teachers’ offices and work areas from student learning areas, which have served to maintain an “authority structure and power relation that undermines the creation of the more collaborative learning communities” (Jamieson et al 2000, 224). However, the development of variegated, unusual and unexpected pedagogical “third spaces” may “encourage a translocated co-learning and co-teaching experience for students” as well as project partners (Wimpenny et al 2019, 329).…”

“…While learning spaces need to be carefully designed and “focused on the purpose of the learning activity” (Wimpenny et al 2019, 329; see also Dugdale 2009), the impromptu learning spaces that emerge through walking—in our case, in backyards, patios, alleyways, empty lots, green spaces—are also central to critical pedagogy. As Elwood (2004, 56) notes, students but also residents are shaped by “spatial stories” that “mark out certain spaces as legitimate, accessible, and acceptable, and (by implication) designate others as inaccessible or unacceptable, and allocate or restrict spaces to particular individuals and groups.” Learning spaces “and the emotions they provoke, contain or deny, are not neutral at all, but branded with particular race, class and gender ‘affiliations’” (Sagan 2008, 176).…”

“…In this article, we seek to examine the role of mobile learning spaces (Wimpenny et al 2019) for fostering trans-disciplinary learning and transformative, community-based planning action. We refer here to critical learning in diverse, often impromptu spaces via encounters among students and a variety of actors whose epistemological positions extend beyond academic disciplines and professions.…”

The potential of collaborative online international learning as a border thinking third space for global citizenship education

“…COIL encourages students to pursue and persist in online learning spaces that require them to take responsibility in addressing a collaborative task they would otherwise not be able to achieve on their own (De la Garza and Maher, 2022;Wimpenny et al, 2018). It also shows particular potential with regard to addressing complex global challenges (see Adefila et al, 2021) transcending academia and their territorial drive (Mignolo and Tlostanova, 2006).…”

Innovation in Collaborative Online International Learning: A Holistic Blend

“…For example, COIL prompts students to develop problem solving skills whilst also requiring them to take responsibility for organising their own learning and that of others. Effective time management skills, and working to overcome obstacles, also provides students with space to become more resilient through greater awareness of how to negotiate and complete learning tasks with awareness of the needs of others (Dugdale, 2009;Wimpenny, Knowles, Ramsey et al, 2018). Importantly, COIL offers opportunity to promote openness to knowledge pluralization through diverse learners interacting and sharing knowledge perspectives.…”