Post Easter Skype: Growing, weaving and acknowledging artefacts!

I attended the Skype meeting yesterday evening where students from Module 2 and 3 were both present. Once again we were able to make what was discussed relevant to where we all are in our process and it was very helpful to hear from those who are preparing for their Module 3 assessments.

A few very key things I will take away with me:

1) ARTEFACTS

I am very grateful for the clarification on this! It seems as though for many this term is a bit of an enigma, and I must admit that every time I hear the word 'Artefact' I just picture some sort of Egyptian pot which has been discovered in a archeological excavation......

But no! An artefact can be described as a method of communicating something to someone else, something one is trying to convey. Considering the task in Module 3 this means communicating something about the PROCESS of creating an inquiry, and creatively expressing these thoughts via a medium which is in fitting with our practice.

The Module 3 students gave examples of their artefacts, and the diversity of their techniques is very interesting. Louise will be utilising movement through dance, where as Kathleen has created a visual, graphic puzzle to represent her artefact. This section of Module 3 gives us a chance to use expression in a different way to purely writing in an academic format. Ironically this generates anxiety because I have become accustomed to essay writing, even though when embarking on the course I felt (and still feel) like a fraudulent university student! “I'm a dancer?!” But it will be a great chance to tap into my creative side which is hopefully still lurking within.

Another realisation was that the purpose of presenting an artefact was to highlight thoughts around the study PROCESS, rather than the topical substance of the inquiry. In other words, it's reflecting on how YOU felt, what you have discovered, what you can take with you above and beyond this period of study. 

And isn't that what it's all about? Applying such reflections into our everyday practice to help us develop and grow?

2) STEPPING IN SOMEONE ELSE'S SHOES

We also thought more deeply about the audience perspective. As per my previous blog, I discussed how re reading my work after timely distance was beneficial because it gave me a fresh pair of eyes, as if I was someone completely new reading the document.

Similarly, when thinking about what needs to be conveyed in the Module 3 oral presentation, it can help to put oneself in the shoes of the audience. If you could imagine you are someone who knows nothing about your inquiry. What would you want them to know? What would they NEED to know in order to comprehend your anticipated message?

This is certainly something I will think about when reviewing my work in future, and equally it's a great skill to be empathetic to other people's stances. Especially during debates or in teaching a variety of students.

3) BECOMING THE REFLECTIVE OBSERVER

Finally, we spoke about reflecting on our experiences. I noticed when composing my critical reflection essay that I hadn't until that point, taken a step back to observe how gathered knowledge from Module 1 has informed me today. I was applying the knowledge, but I wasn't conscious I was applying!

Kathleen and Louise expressed how they believe this is an ongoing development, whereby through the modules the reflection becomes more automatic. It was promising to hear how they use this skill in their every day practice now, and even try to teach it to others through their work.

This will be a goal of mine as I continue. Through reflection I am able to adapt my approach which hopefully can better my practice in the long run.

By weaving life into my practice, my study, my reflections and my learning, I can develop new ways of thinking- That is the hope!

Did others take anything different from the discussion? How has your understanding of what an artefact is developed since Module 1? 

Thank you for reading!