Archive for the ‘Residential schools’ Category

Decades of impact: TAD292 lives on

Thursday, May 3rd, 2012

TAD292 Art and environment (1976-85) was a distinctive course chaired by Simon Nicholson (1934-1990) who had studied at the Royal College of Art, London, and the University of Cambridge and between 1964 and 1971 taught at the University of Berkeley, California. It sought to develop ‘strategies for creative work’ and it dealt with

the processes and attitudes of art not so much as these were evidenced in products of art but as they underlie the very act of doing art. This can be seen already from the titles which were given to some of the units in the course: ‘Boundary Shifting’, ‘Imagery and Visual Thinking’, ‘Having Ideas by Handling Materials’.

TAD292 students were offered a range of projects on this 30-point course. These included the suggestion that the student stop activity and engage in listening. Another was to compose a score for sounds made from differently textured papers and a third was to enumerate the household’s activities and categorise these in terms of role and sex stereotyping. The aims of the course were attitudional, sensory and subjective rather than cognitive, relating to feeling rather than knowledge. They were ‘more phenomenological than conceptual in nature’. Assessment involved a student not only submitting the product, such as a self-portrait photograph, but also notes describing the process and rationale. The criteria were not specific but involved formulations including enthusiasm, imagination and authenticity. See Philippe C. Duchastel, ‘TAD292 – and its challenge to Educational Technology’, Programmed Learning & Educational Technology, 13, 4, October 1976, pp. 61-66. The course received considerable publicity. In 1976 The World  At One, a BBC radio news programme, reported on TAD292 at one summer school:

Bizarre games and happenings formed a part of experimental residential course for a group of students at Sussex University. They were encouraged to make prints of various parts of their bodies. Some made bare bottom prints, other dragged rubbish through the streets and one group appeared to be aimlessly kicking a giant rugby ball about. (more…)

Poetic brilliance and imagination trumps dreaming spires

Tuesday, March 20th, 2012
Ian Flintoff  was a language scholar at Oxford University before becoming a professional actor and director. |He started his OU career in 1989.His academic qualifications are mainly in biological sciences and he has a doctorate in science communication. He appeared on an album compiled by Richard Holliman for iTunes U, Science communication and public engagement. The album also features contributions from Alan Irwin, Jon Turney, Susan Greenfield, Vic Pearson, Robert Lambourne and Richard Holliman.Here Dr Flintoff recalls the residential element of his OU experience:
 You can never go to an OU summer school without seeing this amazing cross-section of society. The first time it brought tears to my eyes, the beauty of it … I was in an all-male college at Oxford which was mainly Etonians who were charming people, but I can’t kid myself for a moment that Trinity had anything on the majesty or poetic brilliance and imagination of the Open University.The Open University is a century or two ahead of Oxford.
 
Quoted in Patricia W. Lunneborg, OU Men. Work through lifelong learning, Lutterworth, Cambridge, 1997, p. 117.

A national, local university

Saturday, March 17th, 2012
Wherever I go I meet OU students, including ones who wish to discuss their TMAs, and I see signs pointing towards the OU. When I travelled to Huddersfield the other day, in order to act as discussant at a doctoral students’ study day there, I was delighted, on emerging from the railway station, to be greeted by a statue of Harold Wilson. The OU founder maintained an enthusiasm for the OU and I work in a building named after him which he opened.
I’m now off to act as discussant of other doctoral papers in London, at UCL which is a few mins walk from the OU’s metropolitan office. Perhaps the alleged popularity of Hi-ho silver lining at summer schools of yore is because the lyrics speak to the virtual and real OU ‘You’re everywhere and nowhere baby, / Thats where you’re at’. The song concludes with a reminder to return to focusing on the teaching materials of the period, no matter where you are located: ‘So open up your beach umbrella /While you are watching TV’.
If you have ever got sun tan lotion on your Reader or you have a favourite OU location (I once got locked into a study centre and had to use all my teaching skills to pursuade the most agile student to clamber out of the window to summon help) do let us know via the website.

Studying in the 1980s

Tuesday, July 12th, 2011
Richard Baldwyn’s autobiography Only Yesterday. Times of my life Kendal and Dean, 2008 includes his recollections of his OU degree which he started in 1986 and concluded in his sevenieth year, 1991. In the book he calls his experience ‘exhilarating, terrifying, humbling and oh so rewarding’. He describes the OU pedagogy which ‘teaches one to teach onself and at the same time to realise that the true purpose of education is the knowledge, not of facts but of values’. Richard Baldwyn mentions ‘the dreaded exam’ which led him to be ‘transported back some fifty years’ but spends more time recalling tutorials (which he clearly enjoyed) and Arthur Marwick who he met at Summer Schools in Westfield College, Hampstead and in York. While this summary indicates the importance that many students attach to their time studying with the OU, it does not do justice to the prose, described as ‘delightful reading’ by Wendy Craig. If you want to know more about the book, follow the link. If you want to tell us your OU tale, follow this link.

Summer school

Wednesday, April 7th, 2010

S357 Revision Weekend, York 2004

 Source

Creation

The White Paper on the University of the Air, 1966, proposed that the teaching provided via correspondence television and radio ‘will be reinforced by residential courses and tutorials’. The Report of the Planning Committee, 1969, stated: We recognise the great advantage that can accue from face-to-face meetings, which will be provided for by the short residential courses proposed’. An early Senate made attendance at residential schools compulsory and reinforced that decision in 1970 when it was questioned by the Faculty of Technology. (more…)