This site is a static archive of Process Arts, an open online repository of arts learning resources that was active from 2009 - 2017

process.arts video for HEA OER stand


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University of the Arts London & SCORE Open University

http://process.arts.ac.uk/

SCORE - http://www8.open.ac.uk/score/ and the digital literacies programme - http://dial.myblog.arts.ac.uk/about-dial/ 

Process.arts, a grass roots web2.0 open educational environment for sharing day-to-day arts practice and research of staff and students, currently provides a new ‘open learning’ space to the University of the Arts London (UAL) that straddles the institution/educational (formal learning) environment and the social (informal learning) environment.  It creates an ‘experimental’ space for open educational practitioners to develop and define a new language for open edu-social practice without conforming or being influenced by pre-existing academic structures and processes.   The transition of process.arts into an official UAL service will test this model and raise questions as to how institutions successfully support and develop autonomous and independent grassroots innovation without homogenising innovation.

Chris Follows initially developed Process.arts in 2008 with the support of UAL’s Centre for Learning and Teaching in Art and Design (CLTAD). Chris was awarded a secondment and fellowship to develop his ideas for creating an open educational web environment for arts staff and students to share and cluster rich media content and resources. Process.arts has been maintained and developed by Chris as a sustainable and independent system, through agile experimentation, small project support, voluntary support, stewardship and an open university SCORE fellowship project.

In 2012 UAL began the process of rebuilding its VLE framework, and process.arts was identified as a valuable resource that could fit into the University’s new portfolio of tools; consequently, process.arts is due to be officially introduced as a supported ‘service’ in September 2012.

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