"The resource covers basic logic and faulty arguments, developing student's critical thinking skills. Suitable for year 8-10, focused on science issues, the module can be adapted to suit classroom plans."
"TechNyou was established to meet a growing community need for balanced and factual information on emerging technologies. We are funded by the Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). We operate in partnership with the University of Melbourne, where our office is based."
"Big data smacks of the centralization fads we've seen in each computing era. The thought that 'hey there's more data than we can process!' (something which is no doubt always true year-on-year since computing began) is dressed up as the latest trend with associated technology must-haves.
Meanwhile we risk overlooking the much more important story here, the real revolution, which is the mass democratisation of the means of access, storage and processing of data. This story isn't about large organisations running parallel software on tens of thousand of servers, but about more people than ever being able to collaborate effectively around a distributed ecosystem of information, an ecosystem of small data. ...
And when we want to scale up the way to do that is through componentized small data: by creating and integrating small data "packages" not building big data monoliths, by partitioning problems in a way that works across people and organizations, not through creating massive centralized silos.
This next decade belongs to distributed models not centralized ones, to collaboration not control, and to small data not big data."
(Rufus Pollock, 25 April 2013)
"Sketches are obviously pictorial, for they refer to shape and orientation, and often to approximate size even if they maintain a varying degree of abstractness. Yet it is impossible to confirm that there is a direct one-to-one correspondence between shapes and figures on paper and the images they stand for. It is therefore proposed to refer to the (pictorial) reasoning evident in interactive imagery at the time of sketching as consisting of two modalities. The designer is 'seeing as' when he or she is using figural, or 'gestalt' argumentation while 'sketch-thinking'. When 'seeing that', the designer advances no figural arguments pertaining to the entity that is being designed. The process of sketching is a systematic dialectics between the 'seeing as' and 'seeing that' reasoning modalities. To examine this proposition, design moves and arguments were inspected as they are established through protocol analysis. The notion of 'seeing as' and 'seeing that' will be further elucidated as we proceed, so as to best exploit documentation from the protocols."
(Gabriela Goldschmidt 1991, p.131)
Goldschmidt, G. (1991). "The dialectics of sketching." Creativity Research Journal, Routledge 4(2): 123-143.
Fig.1 Donald Owen Colley [http://buttnekkiddoodles.com/2012/12/26/knockin-about-chicago/]
"This article works out the main characteristics of 'practice theory', a type of social theory which has been sketched by such authors as Bourdieu, Giddens, Taylor, late Foucault and others. Practice theory is presented as a conceptual alternative to other forms of social and cultural theory, above all to culturalist mentalism, textualism and intersubjectivism. The article shows how practice theory and the three other cultural-theoretical vocabularies differ in their localization of the social and in their conceptualization of the body, mind, things, knowledge, discourse, structure/process and the agent."
(Andreas Reckwitz, 2002)
Andreas Reckwitz (2002). "Toward a Theory of Social Practices: A Development in Culturalist Theorizing", European Journal of Social Theory; Vol.5, No.2; pp. 243-263 DOI: 10.1177/13684310222225432 [http://est.sagepub.com/cgi/content/abstract/5/2/243]
Date: 29 May 2013 - 30 May 2013
Location/venue: Thistle Brighton, King's Road, Brighton, England, BN1 2GS
The Higher Education Academy’s second annual learning and teaching Arts and Humanities conference, ‘Storyville: Exploring narratives of learning and teaching’ will take place on 29 – 30 May 2013 in Brighton.
"At the heart of the Arts and Humanities disciplines sit stories – stories which create and recreate worlds, distant and present, stories which inspire and engage, stories which grow imaginations and expand what is thinkable.
Stories are everywhere, and our second annual conference seeks to explore the intersections between narrative and learning and teaching..."
(Higher Education Academy, UK)