New Artwork in Realfag bygget

The other day coming to work, I passed through one of the campus building called Realfag bygget, and saw a new artwork displayed. Its name is "En annen hverdag".



It is pretty big, it spans over two floors! And it is made my smaller tiles (I tried to take a picture when I got closer)
A few days later I went to read the explanation of the work.

It is the outcome of a project in the course AAR 4570/4890 in Visual Communication.
One of the goals of the course was that the students had to physically work on the presentation of an idea, a concept or similar and develop an independent mindset connected with the originating process (studentene skal "arbeide fysisk med presentasjon av en idé, et konsept eller lignende og utvikle en selvstendig tankegang i sammenheng med skapende prosesser").
The project needed to have some social and contemporary relevance.

The students focused on the intoxication abuse to bring attentiont to a problem the society does not speak so much about.

The picture measures 6 x 5.5 meter and consits of 12 wool blankets. Their intent is that these 12 blankets will be donated to provide a warm resource to some of Trondheim's abuser in these cold winter days.

Not just an artwork, but an object produced as the outcome of a learning process and as a resource for other. A multipurpose object.

Engeström, knots and nodal points

Divagazione lavorativa...

A few weeks ago, at the mLearn conference I have attended a very interesting keynote lecture by Professor Yrjö Engeström one of the main exponent in Activity Theory. The title of the keynote was "Wildfire Activities: New Patterns of Mobility and Learning".

He analyzed new modes of learning that characterise emerging communities and networks of social production or peer production, such as community of bird-watchers, volunters of the Red Cross or skateboarders.

While the movement in traditional apprenticeship learning is centripetal (from periphery toward centre of mastery and authority), and in standardized mass production settings the main movement is linear (from initiation to completion of an assignment or process); in wildfire activities the dominent movement is pulsing (gathering and dispersing, gathering and dispersing). For instance, volunteers of the Red Cross gather al the time there is an emergency, or bird-watchers will gather depending on the bird migration.

I find Engeström's talk interesting because he was looking at less traditional learning settings, stressing the importance of the social aspects in these learning processes.

So I started gathering information about his research on wildfire activities. He was also referring to his last book "From Teams to Knots".I started wondering about many things. First of all, What does he mean by "knots"? Would this theory be relevant for what we are looking at?

I started looking at his book but the very last part about wildfire activities is not further developed there. So while looking at resources on the net I found a few interesting things:

- an interview to Yrjö Engeström here
- I found out that he is not the only Engeström looking at social activities and networked learning, here an interesting video of Jyri Engeström. He talks about nodal points. Are these similar to waht Yrjö calls Knots?
- founded out about many other interesting talks in the 12th CHI Nederland conference, like this one by Kars Alfrink

I'll keep looking but I thought to keep track of these foundings, or maybe I should say "leave traces" about them as both Y. and J. Engeström say?

Maybe more to come, or maybe I'll move this stuff about work on a different place...