Graham Hibbert

Zen and the Art of Immutable Comments, Digitally Engaged Learning conference, London. 14 - 15 September 2017

Lancaster Relics is a series of moving images that shows the transistion from the 1960s to the present day of buildings of Lancaster: http://eyefood.co.uk/137

Burning Life, Second Life 2006.

Coffee Nibs was a piece of work commissioned by Creative Review: Coffee Nibs, 2011 Originally from Belfast, Graham Hibbert lives in Lancaster, and is a Senior Lecture in the School of Art, Architecture and Design at Leeds Metropolitan University.His photography and moving image-based work primarily explores ideas of the abstract in relation to Digital Imaging. Since 2005, he has also worked in Second Life as Kisa Naumova, as an artist, a builder and an occasional scripter.His main focus at the moment is the CAGD portfolio tool which he is developing for Leeds Metropolitan University. http://eyefood.co.uk/856

“What’s in a Name”, DeL Review for UAL Spark Journal. Graham Hibbert (Leeds Beckett University) and Jon Martin (UAL), April, 2017 “What’s in a Name”, DeL Review for UAL Spark Journal. Graham Hibbert (Leeds Beckett University) and Jon Martin (UAL), April, 2017 Event review of the eleventh Designs on eLearning conference (also known as DeL), held on the 21st and 22nd September 2016, hosted by The New School in New York. Coordinated in partnership by The New School along with the University of the Arts London (UAL), Penn State University and Texas State University and centred on the theme of ‘Anxiety and Security’, DeL 2016 explored digital anxieties in art and design higher education.

H Building was a reconstruction of the old buildings of the School of Art Architecture and Design as an experimental art space in Second Life: http://eyefood.co.uk/27898 The Leeds School of Art, Architecture and Design used to be housed in what was known as "H Building" — a large, concrete office block on the west side of Woodhouse Lane in Leeds, across the road from our current home in Broadcasting Place. These are photographs of a re-creation of that building, in Second Life, made using a technique I developed of turning SVG files into large-scale architectural models.

2008 Researching Learning in Virtual Environments – ReLIVE08, Learning to Walk Before you Know your Name. Pre-Second Life Scaffolding for Noobs. Ian Truelove & Graham Hibbert

Creative Review/Digital Vision Remix Competition, Creative Review Biannual DVD Zipcodes: LA1, Folly Gallery, Lancaster

2007-2010. Open Habitat. 18-month JISC funded project in partnership with the University of Oxford and Kings College London, looking at the potential for collaboration and learning in multi-user virtual environments

December 2008, Online Educa Berlin 2008 (Berlin, Germany) Expert panel “MUVEs for the 21st Century”. Speakers: Graham Hibbert, Leeds Metropolitan University, UK; Laura Fedeli, University of Macerata, Italy; Margarita Pérez-García, MENON Network, Belgium; Steven Warburton, King’s College London, UK; Chair: Shirley Williams, University of Reading, UK.

Digital Reflection Conference, July. Leeds (2011) The CAGD Site: An E-portfolio, Social Networking, Course Management and Reflective Journal. Truelove, I & Hibbert, G. "The CAGD software is a suite of tools designed around the needs of an Art School. It allows collaboration through sharing information and materials, and peronal development through journalling. Rather than being built to mirror a specific set of pedagogical practices, it is designed around the relationships between people and their work, both individually and on a group level. In this way it acts as an open-ended framework for communities to develop. "The visual interface of the CAGD client software is an attempt to apply the language of wayfinding -- specifically public transport wayfinding -- to large hierarchical archive and academic structures, drawn primarily from the similarity of the navigation through information architecture and the navigation through public transport systems."

eAssessment Scotland, August 2012. Dundee (2012). The CAGD Feedback Journal – How a Series of Incremental User Requests Led Us to Build a Reflective Assessment Tool for a Thousand of our Students Leeds Metropolitan University "The CAGD software is a suite of tools designed around the needs of an Art School. It allows collaboration through sharing information and materials, and peronal development through journalling. Rather than being built to mirror a specific set of pedagogical practices, it is designed around the relationships between people and their work, both individually and on a group level. In this way it acts as an open-ended framework for communities to develop. "The visual interface of the CAGD client software is an attempt to apply the language of wayfinding -- specifically public transport wayfinding -- to large hierarchical archive and academic structures, drawn primarily from the similarity of the navigation through information architecture and the navigation through public transport systems."

CAGD is an e-portfolio/e-learning/e-assessment system that has been developed by the School of Art, Architecture and Design at Leeds Metropolitan University over the last nine years. What started off as a small project for feedback within one undergraduate course, has grown to become a sophisticated system that acts as the digital hub for the whole School. Now firmly established, it is starting to expand into the rest of the Faculty of Arts Environment and Technology, and to external Institutions – both nationally and internationally. This presentation will tell the story of its development, what it currently does, and what its developers are working towards. "The CAGD software is a suite of tools designed around the needs of an Art School. It allows collaboration through sharing information and materials, and peronal development through journalling. Rather than being built to mirror a specific set of pedagogical practices, it is designed around the relationships between people and their work, both individually and on a group level. In this way it acts as an open-ended framework for communities to develop. "The visual interface of the CAGD client software is an attempt to apply the language of wayfinding -- specifically public transport wayfinding -- to large hierarchical archive and academic structures, drawn primarily from the similarity of the navigation through information architecture and the navigation through public transport systems."

"The CAGD software is a suite of tools designed around the needs of an Art School. It allows collaboration through sharing information and materials, and peronal development through journalling. Rather than being built to mirror a specific set of pedagogical practices, it is designed around the relationships between people and their work, both individually and on a group level. In this way it acts as an open-ended framework for communities to develop. "The visual interface of the CAGD client software is an attempt to apply the language of wayfinding -- specifically public transport wayfinding -- to large hierarchical archive and academic structures, drawn primarily from the similarity of the navigation through information architecture and the navigation through public transport systems."

For the past ten years The School of Art, Architecture and Design at Leeds Beckett University has been developing a set of online tools designed specifically to meet the needs of creative courses. Following the example of early Web 2.0 sites like Flickr and Tumblr, these tools have been built initially through an Agile Development process followed by a series of reductions of features in order to reach a core set of flexible utilities. This paper charts the development of one particular tool the Feedback Journal from an accidental feature addition, through a series of design iterations, to a central and indispensible part of the student experience. The Journal is a private space, visible only to each student and their tutors, which allows rich media to be documented, reflected on, and shared. It provides an innovative mechanism for capturing engagement and promoting the students' critical reflections, without shifting focus away from the face-to-face shared intellectual enquiry that takes place in tutorials and in the studios. As such it supports the School's teaching methods, which are rooted in the ground-breaking studio-based reflexive approach developed by Harry Thubron at Leeds in the late 1950s and early 1960s. The embedding of critical reflection and evaluation through the online journal throughout the courses enables conversational learning to be captured and assessed through the synoptic assessment process. The paper will identify the key iterations that have contributed to its development, and the contributions that the Journal has had on the ongoing development of courses within the School, including how the Journal has been integrated into course documentation. These iterations have followed a pattern of opening up a range of possibilities through user-led design and then reducing the software to the simplest possible infrastructure to support these possibilities. The paper will show that by concentrating on providing an infrastructure that can be used flexibly by academics and students, rather than a set of individual solutions to specific problems, we are able to meet the needs of a diverse range of pedagogies within the School and grow the user-base of the software from its initial cohort of thirty students to its current level of over two thousand. It explains why attempts before 2005 to introduce similar systems failed, and outlines some key structural, typographic and pedagogic decisions that were made that have enabled the Journal to be a tool that is robust, authentic, and easy to engage with. Finally it also outlines our current development strategy that will allow other tools to be built on top of its infrastructure.

"The CAGD software is a suite of tools designed around the needs of an Art School. It allows collaboration through sharing information and materials, and peronal development through journalling. Rather than being built to mirror a specific set of pedagogical practices, it is designed around the relationships between people and their work, both individually and on a group level. In this way it acts as an open-ended framework for communities to develop. "The visual interface of the CAGD client software is an attempt to apply the language of wayfinding -- specifically public transport wayfinding -- to large hierarchical archive and academic structures, drawn primarily from the similarity of the navigation through information architecture and the navigation through public transport systems."