Humanizing The Machine

Wilsher, Mark (2026) Humanizing The Machine. AMPS Proceedings Journal Series. ISSN 2398-9467 (Unpublished)

Abstract

There is a century-long tradition of art and design pedagogy that goes back to the Bauhaus and is based firmly in the studio. Those basic practical exercises and material experimentation have been expanded in subsequent years with a more discursive pedagogic culture that seeks to establish common values and judgements through group critiques and dialogue. As specialist art and design institutions expand into new digital territories there is a need to find creative ways to teach core concepts and competencies such as coding. Simple follow-along demonstrations do not engage in the same way that experiential approaches do, and do not support effective learning for neurodivergent students. Three examples of active, sometimes embodied teaching strategies from courses at Norwich University of the Arts show how we are effectively communicating specialist technical learning. Students guide each other around the room in search of rubber ducks in order to learn about different programming modes. They line up in different sequences across the classroom as they embody the actions of programming nodes. They collaborated with technicians and lecturers to produce a 360-degree immersive environment.

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