The Art of Jamming: Fast, Collaborative - and Possibly Transformative Action

Jams - fast-paced, short-duration events - rooted in the improvisational spirit of jazz - have evolved into collaborative problem-solving arenas where diverse participants converge to tackle complex challenges with urgency. Some embrace their energy and immediacy, while others question their depth and sustainability, especially given the increasing need for slow moments in academia. We present two case studies from distinct geographical and disciplinary contexts: one from a UK Postgraduate Certificate (PGCert) program in Learning and Teaching in Higher Education (LTHE) and the other from a Design Masters course in Canada. We discuss the PGCert, illustrating how we act at speed in the classroom, creating many collaborative learning tasks delivered over a short, intense period of time: a series of fast-paced jams - where the reflection in and on action feeds into dialogic interaction and metareflection - and deep learning for the participants. In our Canadian example, the juxtaposition of a School of Architecture and Design with the city’s homeless served as a catalyst for asking critical questions about the School’s role in addressing social challenges. In Spring 2024, the School hosted a two-day Design Sprint involving 100 participants, including students, educators, municipal decision-makers, and frontline workers, to tackle the issue of homelessness in a short, powerful and influential period of time. This viewpoint article outlines what activities like this afford for education as well as the wider educational and social communities. We conclude with a provocation: is there a better way of naming and celebrating the power and potential of the jamming space in academia?