Here, I suggest that we (anti-big-data-scholars) should stop simply rejecting the concept of data. Instead, we should use our long training in pedagogy and teaching and our knowledge of interpretive and inductive/emergent methods of analysis to create better literacies about what data can mean.
Brief reflections on the power of the curation process, as it inevitably carries our own moral codes, furthering our particular ethics. The only way through this tangle is to understand that the point of all of this is not to create The Museum but to engage citizens in a process through which they can think about their own memory-making tendencies.
Our everyday lives are shot through with questions of politics and history; and now perhaps we need to rethink the Museum’s purpose as providing the space for framing and reflection of each of our relative positions to these larger questions. How, then, to refine our prompt, our approach generally, and develop the role of Museum staff, all towards greater social inquiry and political discovery?
We asked two of the professors, Annette Markham and Sarah Pink, to talk about the design strategies they used to build such a challenging, creative, and fun learning environment. In this video clip, Sarah Pink talks about the value of developing pedagogical models that highlight collaboration and co-creation.
We caught Professors Annette Markham and Sarah Pink at the end of their post production PhD workshop at Moesgaard Museum in July 2016, to ask them to reflect on why they had developed the visuality, culture, and methods course. In this video, they talk about some of their pedagogical motivations and processes.
How might we create third spaces as a pedagogy in higher education? In this strand of our research, we think about how we can build new participatory models whereby co-learners become playful designers of their own ‘education in the making.’ In this talk at Oxford Ethnography and Education Conference (2015) I presented some of our research approaches. …