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