From June 2017 to May 2018, I was lead organizer of a one-day symposium on the role of e-portfolios in higher education. "Capture, Integrate, Reflect and Connect to Learning ePortfolios" (CIRCLe 2018) was hosted by the UBC Faculty of Arts and the Centre for Teaching, Learning and Technology (CTLT) and took place during UBC's 10th annual Celebrate Learning Week.
An art and design course I developed and taught that spans both studio and theory. The course contextualizes new media practice within the history of contemporary art, emerging technology and digital culture.
An interactive social practice art and exhibition project I created with fellow artists Lois Klassen, Elisa Yon, and Adam Stenhouse. The project existed as a 10-day school-within-a-school at Emily Carr University of Art & Design in December, 2011 and online at http://qruopenschool.ca/. Participants were presented with a series of questions about their relationships with art, learning and technology.
In this article co-written with Jody Baker, we argue for the integration of open source culture and current remix practices into art and media curriculum. We reflect upon previous online teaching experiences as we develop a pedagogical approach for a course examining remix culture.
This article in the International Journal of Education through Art discusses an artist-teacher residency staged at a university that examined relations between art, learning and teaching. It begins with a short discussion of the pedagogical turn in contemporary art and interventionist art practices before describing the artist-teacher residency. This residency was initiated to examine how teacher candidates come to understand pedagogy in their field.
Awarded from the International Society for Education through Art (InSEA). The award recognizes an outstanding doctoral thesis in the field of visual arts education.
Annual blind review award for best 2013-2014 doctoral thesis in matters of interest to visual art education in Canada.
In this research I examine the notion of ‘network’ in art, learning, and teaching by examining the practices of seven contemporary artists who also teach in universities.
This article published in the journal Art Education examines the decentralized approach to art curriculum from a pedagogical point of view, acknowledging advantages and disadvantages for art educators, and its contribution to a curriculum that captures the current cultural aesthetic experience.