Are you a curriculum designer of creative learning?
How are you using hard data to arrange great online learning experiences?
Transforming my creative career towards an online presence has posed me many challenges as a writer, artistic director and drama educator.
I’ve attempted to address these in various ways, beginning with acknowledging that I might just be too old, and, as I’m not a ‘digital native’, I should just ride off into the curriculum design sunset and be happy about the fact that I’ve had the privilege of completing a doctorate, write six textbooks, worked as a reviewer of London Fringe Theatre, produced hundreds of shows in the enjoyable field of youth theatre, and contributed to educational reforms at a national scale.
But something feels unfinished!
The more I participate in panels and inquire on current practices related to educational productivity (e.g. I’m on the working group for Learning Creates Australia looking at Learning Agency and new recognition systems), the more distant I find myself participating in also viewing how little we seemed to have accepted the need for joyful learning.
From my home in Melbourne Australia, in the middle of its 6th school lockdown, I have not heard even one child say anything other than how much they miss being with their school friends. Nor have I heard one parent or teacher not talk about the worry of losing ‘two years of learning’.
So I reckon this is the perfect time to interrogate my own work in curriculum design to see how the learning experiences I develop for specific learning contexts might be rigorously measured AND passionately noted for bringing joy into life. I want to go back to basics and at my assessment, evaluation and monitoring of teaching and learning in educational and commercial settings.