The time scale: 5 minutes to present – 2 minutes to digest – 3 minutes to reflect/questions. = 10 minutes of who and where I am.
2 participants spoke beautifully and calmly in their presentations and finished 5 minutes or earlier! one participant even had 12 slides!!! This is something I need to learn, HOW TO PRESENT – (does LinkedIn learning, provide training?)
Visual storytelling through PowerPoint – (LINKEDIN LEARNING)
As fashion is storytelling, I should carefully select what I can use my time on learning.
I personally didn’t get to finish all the pages, 5/6. I do feel that I provided my understanding of pedagogy and showed where I am in my personal journey being a specialist and how I see rhizomatic pedagogy in my practice. To shorthand that presentation I questioned the technical position or player as a rhizomatic player between student and academic and how their knowledge can be directional on the practical risk of completing a set task or project. How can the technical presence play a key role in not just knowledge sharing but substantially contributing to student learning from an academic viewpoint?
How is risk valued in pedagogy within higher education in art and design? (with the reflection of technical pedagogy).
Upon reflection, the above question was set by my peers. In a way it deepens my area of research and extends rhizomatic pathways to study, I am not an academic, can I as a specialist provide evidence of risk in technical environments that could justify my substance to learn more?
What is the value of risk as a specialist?
Who is involved in the risk?
How does the risk take place?
Where does the risk take place?
I have many questions to ask myself, as a practitioner and technical staff member, my main query is where is UAL’s TECHNICAL PEDAGOGY PROGRAM?
Is this my task, do I build a ‘rhizomatic’ influenced program that reflects technical pedagogy, and how the University could use this as a Pillar system for technical staff. At the moment, we are limited creatively to LEVEL 4, above this is a managerial role that sacrifices creative time and outlets.
Apart from that, Nabil (the MA womenswear Course Leader), mentioned that for their Ph.D. they studied rhizomatic pedagogy and understood my groundings as a creative and technical staff member. With reference to future investigations with the name ‘Deleuze’. One of the concept’s parents in rhizomatic pedagogy, whose beliefs could strengthen my knowledge and connect my role as a specialist with their theories.
The Philosophical Concept of Rhizome (LINK)
And so… the journey begins, with an incredible first day on introductions, it is slightly sad that I am the only technical staff member in my group, but hopefully, I can use this as an outside perspective on the tasks ahead.
An image that reflects my personal thoughts today. Knitted samples have been the ecosystem for mycelium which can be described as a rhizomatic fungus.
