Collaborative Cognition #NSEAD AD 2016
23rd April 2016 an exciting day, the post arrived and the new NSEAD AD 2016 Issue 16 magazine publication arrived sharing articles by University of Northampton art education students and myself as their lecturer. What was special about this particular publishing opportunity was its outcome as what I believe to be a result of collaborative cognition. To explain collaborative cognition I mean the process by which a group of people fuel each others thought process to achieve over a specific period of time and around a particular theme. The outcomes of which at the start could be seemingly unknown.
In this case the AD magazine shares two articles, ‘Our iJADE Conference’ (2016) by students Steph Morris and Alice Crumpler page 19 and my own article ‘Theory versus practice in art and design education’ pages 26-27. We were also fortunate to have an example of one students artwork on the front cover, well done Ellie Pask. So, how was collaborative cognition generated?
The two articles have been the end result of a project comprising two avenues, the first a third year art specialism module for the trainee art teachers which involved the students exploring an area of art of their choosing and investigating current concerns in the realm of primary art education. The second avenue an awareness of change maker principles, an ethos which has underpinned the creation of the students art specialism course and which is at the heart of study at Northampton university, in short making positive changes in society to improve our world. When the students and myself embarked on these projects we were not aware of how much we would influence the direction of each others thought, practice and cognition. I was learning from the students as much as they were learning from me. A key example was the publication of the articles, as a fairly new academic and researcher I was guiding students through the publication process, offering advice on editing their work whilst also learning about this process myself. The work the students wanted to share stretched my own thinking, I was learning not only new content about the topics they were exploring but also how to offer critical feedback as a publisher would. Just changing the students audience stretched theirs and my cognition.
Within my own research I also interviewed students about their understanding of changemaker principles on our course, my intention to share the research at iJADE2015, I did not envisage taking two students with me to present the findings and them being asked to review the conference for the AD Magazine or to extend this even further, writing a collaborative journal article. We are in the throws of producing it. In this example collaborative cognition occurred through social interactions with the students, with individuals at the conference and through the creation of articles. What became apparent was how spontaneous situations led to new directions in thinking, we had to take risks and be open to following new thought paths. The outcomes of which have been fruitful and now our ideas will hopefully inspire other art educators through shared viewing in AD and via this blog. One aim of the change maker ethos is to create positive impact, I hope this will be achieved to an extent by sharing cognition through these outcomes.