Learning Jam: an evaluation of the use of Arts Based Initiatives to generate polyphonic understanding in Work Based Learning

Hdl Handle:
http://hdl.handle.net/10034/604240
Title:
Learning Jam: an evaluation of the use of Arts Based Initiatives to generate polyphonic understanding in Work Based Learning
Authors:
Pässilä, Anne; Owens, Allan; Pulkki, Maiju
Abstract:
The purpose of this paper is to conceptualise ‘Learning Jam’ as a way of organising space, time and people through arts based pedagogies in work based learning. This form of encounter originated in Finland to challenge functional silo mentality by prioritising polyphony. Through the use of a 'kaleidoscopic pedagogy', Arts-Based Initiatives (ABIs) are used to collectively and subjectively reconsider practice. The research design is grounded in one of a series of Learning Jams co-created by practitioners from the field of arts and arts-based consultancy and academics from the field of arts, arts education, innovation and management, learning and development. The focus was on exploring the value of each participants work based learning practice through the lens of an Arts Value Matrix. Rancière´s critical theory was used to frame the exploration. The research questions asked; what are the ingredients of this creative, transformative learning space and in what ways can the polyphonic understandings that emerge in it impact on Work-Based Learning? Findings of this study centre around alternative ways of being in a learning setting where we do not defer to the conventional figures of authority, but collectively explore ways of organising, where the main idea is to lean on something-which-is-not-yet. A key research implication is that teaching in this context demands reflexive and dialogical capabilities for those who hold the role of organizing and facilitating spaces for learning and transformation. The main limitation is in stopping short of fully articulating detailed aspects of these capabilities. The originality and value of the practice of Learning Jam is that managers and artists explore the potential of operating as partners to develop new ways of working to realise organisational change and innovation.
Affiliation:
Lapeenranta University of Technology; University of Chester; Aalto University
Citation:
Pässilä, A., Owens, A., & Pulkki, M. (2016). Learning Jam: an evaluation of the use of Arts Based Initiatives to generate polyphonic understanding in Work Based Learning. Journal for Higher Education, skills and Work-Based Learning, 6(2). DOI: 10.1108/HESWBL-01-2016-0006
Publisher:
Emerald
Journal:
Higher Education, Skills and Work-Based Learning
Publication Date:
May-2016
URI:
http://hdl.handle.net/10034/604240
DOI:
10.1108/HESWBL-01-2016-0006
Additional Links:
http://www.emeraldinsight.com/doi/pdfplus/10.1108/HESWBL-01-2016-0006
Type:
Article
Language:
en
Description:
This document is the Accepted Manuscript version of a published work that appeared in final form in Higher Education, Skills and Work-Based Learning, 2016, Vol. 6 Iss: 2, pp.178 - 192. To access the final edited and published work seehttp://dx.doi.org/10.1108/HESWBL-01-2016-0006 .
ISSN:
2042-3896
Appears in Collections:
Performing Arts

Full metadata record

DC FieldValue Language
dc.contributor.authorPässilä, Anneen
dc.contributor.authorOwens, Allanen
dc.contributor.authorPulkki, Maijuen
dc.date.accessioned2016-04-01T16:15:37Zen
dc.date.available2016-04-01T16:15:37Zen
dc.date.issued2016-05en
dc.identifier.citationPässilä, A., Owens, A., & Pulkki, M. (2016). Learning Jam: an evaluation of the use of Arts Based Initiatives to generate polyphonic understanding in Work Based Learning. Journal for Higher Education, skills and Work-Based Learning, 6(2). DOI: 10.1108/HESWBL-01-2016-0006en
dc.identifier.issn2042-3896en
dc.identifier.doi10.1108/HESWBL-01-2016-0006en
dc.identifier.urihttp://hdl.handle.net/10034/604240en
dc.descriptionThis document is the Accepted Manuscript version of a published work that appeared in final form in Higher Education, Skills and Work-Based Learning, 2016, Vol. 6 Iss: 2, pp.178 - 192. To access the final edited and published work seehttp://dx.doi.org/10.1108/HESWBL-01-2016-0006 .-
dc.description.abstractThe purpose of this paper is to conceptualise ‘Learning Jam’ as a way of organising space, time and people through arts based pedagogies in work based learning. This form of encounter originated in Finland to challenge functional silo mentality by prioritising polyphony. Through the use of a 'kaleidoscopic pedagogy', Arts-Based Initiatives (ABIs) are used to collectively and subjectively reconsider practice. The research design is grounded in one of a series of Learning Jams co-created by practitioners from the field of arts and arts-based consultancy and academics from the field of arts, arts education, innovation and management, learning and development. The focus was on exploring the value of each participants work based learning practice through the lens of an Arts Value Matrix. Rancière´s critical theory was used to frame the exploration. The research questions asked; what are the ingredients of this creative, transformative learning space and in what ways can the polyphonic understandings that emerge in it impact on Work-Based Learning? Findings of this study centre around alternative ways of being in a learning setting where we do not defer to the conventional figures of authority, but collectively explore ways of organising, where the main idea is to lean on something-which-is-not-yet. A key research implication is that teaching in this context demands reflexive and dialogical capabilities for those who hold the role of organizing and facilitating spaces for learning and transformation. The main limitation is in stopping short of fully articulating detailed aspects of these capabilities. The originality and value of the practice of Learning Jam is that managers and artists explore the potential of operating as partners to develop new ways of working to realise organisational change and innovation.en
dc.language.isoenen
dc.publisherEmeralden
dc.relation.urlhttp://www.emeraldinsight.com/doi/pdfplus/10.1108/HESWBL-01-2016-0006en
dc.subjectLearning Jam, arts-based initiatives, kaleidoscopic pedagogy, Rancièreen
dc.titleLearning Jam: an evaluation of the use of Arts Based Initiatives to generate polyphonic understanding in Work Based Learningen
dc.typeArticleen
dc.contributor.departmentLapeenranta University of Technology; University of Chester; Aalto Universityen
dc.identifier.journalHigher Education, Skills and Work-Based Learningen
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