Technoparticipation

Maggi Savin-Baden’s (2007) theories on the interplay between reflection and interruption consider moments of reflection as interruption as catalysts that provoke self-reflection and deep critical thinking. Such interruptions, disruptions and ‘disturbances’ (Vale 2017) have the power to produce new knowledge, new taxonomies and revised thinking. Aware of the increasing need for students to engage in self-reflection and critical thinking processes, reflection is not viewed, in respect to Savin-Baden’s ideas, as being a form of interruption but I consider interruptions to performance experiences as an immediate call for reflection (Savin-Baden 2007) and ultimately, interruption, in parallel with Fred Meller (2017) as a ‘critical thinking tool’. This short article will share and reflect upon aspects of Technoparticipation, the name given to a research project I first conceived in 2015 at Loughborough University that encourages digital criticality and creative learning potential via student engagement in digital technology where educational formats (tutorials, workshops, seminars, etc.) are viewed as ‘performative events’ (Nunes 2006: 130–1) to help students develop as autonomous self-reflective thinkers and doers in a constantly evolving digital age. The article will share a recent project I have recently set up with colleagues called Digital Pedagogies Open Studio at the University of the Arts London, which explores a set of questions we feel are pertinent right now given the heightened move to online/virtual forms of learning and teaching due to Covid-19. These questions include: 1) How do you disrupt the digital space pedagogically? and 2) How can you replicate chance happenings/an interruption online

Art · Critical reflection · Critical thinking · Epistemology · Mathematics education · Mindset · Pedagogy · Performative utterance · Reflective Practice · Sociology · Studio · The arts · Visual arts · Computer Science · Philosophy · Psychology · Virtual Reality Applications and Impacts