In this magnificent presentation, Art Historian Jennifer L. Roberts, avoids all the standard patter and cliches of so many conference education speakers and clearly articulates the importance of teaching students deceleration, patience and in deep attention, skills she identifies as rarely found instructed elsewhere today. Towards this, she opens by underscoring the “disciplinary texture that defines all teaching”. Such brilliantly unpopular ideas spoken so well. She then goes on to describe how she requires that her students, spend “a painfully long time looking at the work”.

Its so mind-blowingly obvious and yet overlooked that students of art should observe a work of art for an extended period, just as the work was intended to be seen. Only by doing so does the work reveal itself.

“Say a student wanted to explore the work popularly known as Boy with a Squirrel, painted in Boston in 1765 by the young artist John Singleton Copley. Before doing any research in books or online, the student would first be expected to go to the Museum of Fine Arts, where it hangs, and spend three full hours looking at the painting, noting down his or her evolving observations as well as the questions and speculations that arise from those observations. The time span is explicitly designed to seem excessive. Also crucial to the exercise is the museum or archive setting, which removes the student from his or her everyday surroundings and distractions.

At first many of the students resist being subjected to such a remedial exercise. How can there possibly be three hours’ worth of incident and information on this small surface? How can there possibly be three hours’ worth of things to see and think about in a single work of art? But after doing the assignment, students repeatedly tell me that they have been astonished by the potentials this process unlocked.”




Too often I see university staff unsupported in their transition into flexible and online delivery. They are shuffled into meetings and events and hear nonsense jargon about how the “future is here”, are bamboozled with terms like “e-delivery” and are admonished that if they are not integrating new technology, they are not engaging.

The leave fearing for their careers, but are offered no tangible way ahead.

Im so relieved to see that COFA has put together a set of train-the-trainer resources to help their own teachers, and anyone else that is interested develop a practical and applicable skill set, right from scratch. Its really good stuff too. Just watching a couple of the video’s, I was so impressed to hear someone actually say “pedagogy before technology” in this one, I almost broke down and wept.




This is taken from the VIA University College Website
Theory and practice go hand in hand

The alternation between theory and practice is characteristic of the Scandinavian education culture. We combine theory and practice, both deeply rooted in the trades and professions for which we train our graduates.

All our study programmes include practical training periods, during which students not only observe but also work with the prob­lems of real life. As a student, you will experience dilemmas where the ability to combine theory with practice gives you the basis for gaining new knowledge and insight. This type of education is the foundation of our schools and faculties.

Dialogue versus one-way communication

At our schools and faculties, as in Denmark in general, our teach­ing style focuses on the students being responsible for their own education. This is different from many other countries where the lecturer is expected to be responsible for the development of the students. We emphasise the contact between lecturers and students, and this manifests itself in the way we communicate in the classroom. We expect the students to participate actively in the lectures by asking quali­fied questions and by challenging themselves and the lecturer. Overall, we encourage the exchange of ideas and knowledge which everyone benefits from.

Problem-based learning

Students play an active role in the learn­ing process and take responsibility for planning and carrying out projects, either independently or in groups. The students also learn how to work in multicultural teams with teach­ers assigned as supervisors to guide them through the learn­ing process.

Future employers, whether private companies or public insti­tutions, put a high premium on these qualifications, because new graduates have knowledge of the latest theories and methods as well as hands-on experience with how things are done in “real life”.