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25 OCTOBER 2012

Storyville: Exploring narratives of learning and teaching, the 2nd annual HEA Arts and Humanities conference, 2013

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)


2013academic identitiesanthologyarchivearts and humanities • assessing creatively • conference • create and recreate worlds • creating stories • curricula designdesigning learning experiencesdisciplinary boundarieseducator • experimental forms • gamifyinggamifying learning and teachingHannah ArendtHEHEAHigher Education Academy • how students learn • how we teach • inspire and engage • Key Information Set (KIS)learning and teachinglearning storiesliterary devicesmetaphormetaphorical representationnaming processnarrative account • narrative and learning • narrative co-creation • narrative framingnarratives of discovery • narratives we teach by • National Student Survey • our stories • pedagogypractice narrativesrehearsal • research-based teaching • sharing stories • social presence • stories • storyville • student journey • students as partners • teaching and learning • teaching methodologies • teaching-based research • telling storiestravelogue • tweeting • tweetsUK


Simon Perkins
29 MAY 2011

Learners seek complex and participatory environments

"There is considerable irony in this for multimedia. We have struggled technically to be able to deliver the full screen narrative form that TV so clearly represents – one hour of full screen full motion video has been a multimedia holy grail for so long! – and yet just as we appear to be able to deliver it, we find that what learners seek is something else anyway. They need a browsing, grazing environment where learner autonomy is fundamental, where the model of information represented is crucial to that browsing function, where metaphor and interface design are of primary importance and where sound bites, video snatches, auditory icons and text labels offer a complex and participatory environment that challenges the learner and recognises their increasing sophistication as information handlers and creators. Our normal information lives have changed without us noticing and the implications for multimedia and learning are complex and significant. The many publishers seeking to provide electronic books and narrative CDs are seeking to generate product that is a generation too late, as the age profile of buyers clearly indicates."

(Stephen Heppell, BBC 1995)

[Heppell accurately foretold the shift towards more open–ended organisational forms but in doing so failed to recognise the risk for learners of having too much choice. While the agency learners is increased through their autonomy to browse and graze etc. this is only the case when they possess recognition rules (Bernstein 2000, p.105–106) which allow them to construct meaningful discovery narratives.]



agencyagency of access and engagement • auditory icons • browsing environment • browsing function • common metaphors • complex interaction • complex scenarios • content authors • content publisherselearning • electronic books • full motion • full screen • grazing environment • information creators • information handlers • information lives • interface metaphorlearner autonomylearnersmetaphornarratives of discovery • participatory environment • participatory learningpedagogyscriptiblesound biteStephen Heppell • text labels • video snatches


Simon Perkins
18 MARCH 2011

From Urban Experiences to Architectural Narratives

"Cities are a densely coded context for narratives of discovery and the recovery of experience. They have a capacity to act as condensers of information and to integrate assimilations of behaviours, people, styles, typologies, forms, ideas. Cities are comprehended through spatial practices. Movement in the city is a major practice which enables us to accumulate and organize urban experiences. It creates spatial narratives containing memories and views, specific places, objects, beginnings and ends, distances, shadows, buildings or parts of them, encounters, signs and panoramas. Urban space becomes intelligible through sequences of movement. Its complexity, mystery, splendour, rhythm, are revealed and interrelated through the route of the urban dweller. Similarly to urban space, architectural space is perceived in terms of sequences and spatial practises. According to Jean Nouvel 'To erect a building is to predict and seek effects of contrasts and linkage through which one the continuous sequence that a building is...the architect works with cuts and edits, framings and openings...screens, planes legible from obligatory points of passage'."

(Vaso Trova)

Vaso Trova (2008). 24th NCBDS: 'We Have Never Been Pre–Disciplinary', Georgia Institute of Technology. Sabir Khan, Chair.



architectural narratives • architectural spacearchitecturebehaviourcitiesdwellingencountersexperienceframe • Jean Nouvel • legibility • linkage • memorymovementnarratives of discovery • NCBDS • place • points of passage • programmatic spacerhythmsequence of spacessequences and spatial practises • sequences of movement • spacespatial configurationspatial literacyspatial narratives • spatial practices • typologies • urban • urban dweller • urban experiences • urban spaceurbanism


Simon Perkins

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