{"id":1049,"date":"2025-12-10T17:13:58","date_gmt":"2025-12-10T17:13:58","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/lockdown-learning-in-art-design-managing-a-school-transition-to-online-learning-for-creative-and-studio-based-courses\/"},"modified":"2025-12-10T17:13:58","modified_gmt":"2025-12-10T17:13:58","slug":"lockdown-learning-in-art-design-managing-a-school-transition-to-online-learning-for-creative-and-studio-based-courses","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/lockdown-learning-in-art-design-managing-a-school-transition-to-online-learning-for-creative-and-studio-based-courses\/","title":{"rendered":"Lockdown Learning in Art &#038; Design: Managing a School Transition to Online Learning for Creative and Studio-Based Courses"},"content":{"rendered":"<p><strong>Volume:<\/strong> NULL<br \/>\n<strong>Issue: <\/strong>NULL<br \/>\n<strong>Year:<\/strong> 2021<br \/>\n<strong>Author(s):<\/strong> Kerry Gough Nottingham Trent University<\/p>\n<p>At the start of the global covid-19 pandemic, it became immediately apparent that no one individual or institution had mastered all the required skills for a smooth, seamless transition from on-campus teaching to online learning. This article takes an action research approach, drawing upon the lived experience of autoethnography as a methodology to interrogate the approach of the School of Art &amp; Design at Nottingham Trent University (NTU) to managing the challenges in the transition to lockdown learning. This article outlines the important role the School played in supporting this re-visioning for the future of blended learning at an institutional level, outlining the change management approach undertaken at NTU, and highlighting the resulting innovation that emerged as we re-visioned studio-based pedagogies for an online and blended learning landscape.<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Lockdown_Learning_in_Art_.docx\">Lockdown_Learning_in_Art_.docx<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Lockdown_Learning_in_Art_.pdf\">Lockdown_Learning_in_Art_.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: NULL Issue: NULL Year: 2021 Author(s): Kerry Gough Nottingham Trent University At the start of the global covid-19 pandemic, it became immediately apparent that no one individual or institution had mastered all the required skills for a smooth, seamless transition from on-campus teaching to online learning. This article takes an action research approach, drawing [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1049","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1049","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1049"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1049\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1049"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}