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03 AUGUST 2012

Connectivism: Socialising Open Learning

Fig.1 George Siemens 2009 presentation "Connectivism: Socializing Open Learning", VI International Seminar on Open Social Learning of the UOC UNESCO Chair in e–Learning.

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2009academyarbiter of connections • Brian Arthur • Bruno Latour • Catalonia • combination of connections • conference presentationconnectivismconstellation of connectionse-learninge-learning 2.0George Siemensinterconnectednessknowledge acquired from real-world settingsknowledge brokeringknowledge integrationlearning technologieslegitimate scholarly practices • Manitoba Universit • open learning • open social environments • open social learning • Open University of Catalonia • Personal Learning EnvironmentPLErecognition rulesscholarshipsensemaking • socialising open learning • the academyUNESCOUniversitat Oberta de Catalunya • UOC

CONTRIBUTOR

Simon Perkins
19 SEPTEMBER 2011

Unistats: UK university comparison site

"Unistats lets you search, review and compare official information about universities and colleges in the UK, and the subjects they offer. It includes results from the National Student Survey–where more than 220,000 students give their views about the quality of their higher education experience. ...

HEFCE (the Higher Education Funding Council for England)¹ owns the Unistats websites and has contracted UCAS to manage the delivery and maintenance of these websites on its behalf."

(Unistats, UK)

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accountability • admissions service • best practicecollegescomparison siteconservatoire • Conservatoires UK Admissions Service • DEL • Department for Employment and Learningeducationeducation sectorgood practiceGraduate Teacher Training RegistryHEFCEHEFCW • high quality • higher educationHigher Education Funding Council for EnglandHigher Education Funding Council for Walesinformationknowledge territorialisationlegitimate scholarly practices • localised learning requirements • metricsNational Student Survey • Northern Ireland and the Scottish Funding Council • NSS • postgraduate certificate • practice-basedpublic money • quality of experience • research metrics • reviews • SFC • student viewsstudentsUCASUKUK Postgraduate Application and Statistical ServiceUKPASSundergraduate • Unistats • universitiesuniversity admissionswebsite

CONTRIBUTOR

Simon Perkins
22 MAY 2011

Universities provide access to communities of scholars and testimony for a student's experience among these communities

"Central to higher education is the way universities provide access to communities of scholars and testimony for a student's experience among these communities. Consequently, universities should explore resources for bringing people together, not, as some interpretations of 'distance education' suggest, for reinforcing their isolation."

(John Seely Brown and Paul Duguid, 1995, p.4)

1). Brown, J. S. and P. Duguid (1996). The University in the Digital Age. Times Higher Education Supplement (THES). London: 1–4.

CONTRIBUTOR

Simon Perkins
22 MAY 2011

Disciplinary Identities: Professional Writing, Rhetorical Studies, and Rethinking 'English'

"In his concept of 'disciplinary boundary–work,' sociologist Thomas Gieryn offers a useful lens through which to examine the controversies that arose within our department (see also David Russell's discussion of boundary work in the composition/literature split). According to Gieryn, a discipline's representatives strategically shape its boundaries by means of discourse: they articulate the discipline's mission in a certain way, they define a set of characteristic problems to coincide with the discipline's methodologies, they articulate collective values, and they engage in other practices to widen the discipline's scope and strengthen its resources. In Gieryn's approach, the epistemological, ontological, and practical relationship between a discipline and the surrounding culture is interpreted according to a cartographic metaphor. Gieryn employs this familiar metaphor to explain that a discipline relates to other disciplines, and to larger systems of knowledge and activity, in the same manner as a geographic territory relates to neighboring territories and to the larger land mass that encloses it. Furthermore, the relationships between neighboring territories strongly influence the overall health, power, and legitimacy of the involved territories. As such, it is helpful to know how the boundaries between territories are formulated and how they share resources.

What's up for grabs in boundary conflicts is not just traditional 'resources' (such as faculty lines, research funds, courses, and students), but also control over representations of the discipline's central problems, concepts, and methods – that is, the 'rhetorical resources' that disciplines create and maintain in order to solidify their boundaries. Contests over the department's undergraduate curriculum have the potential to shape not only very practical matters like hiring priorities and new course creation, but also the distribution of rhetorical resources – namely, formulations of 'English' as a discipline. One of the primary rhetorical resources in this case is control over the names assigned to different programmatic elements – concentrations, degrees, and so on – of the department."

(Brent Henze, Wendy Sharer and Janice Tovey, 2010, p.70)

Russell, David R. 'Institutionalizing English: Rhetoric on the Boundaries.' Disciplining English: Alternative Histories, Critical Perspectives. Ed. David R. Shumway and Craig Dionne. Albany, NY: SUNY P, 2002. 39–58.

1). Henze, B., W. Sharer, et al. (2010). Disciplinary Identities: Professional Writing, Rhetorical Studies, and Rethinking 'English'. Design Discourse Composing and Revising Programs in Professional and Technical Writing. D. Franke, A. Reid and A. DiRenzo. Fort Collins, Colorado, The WAC Clearinghouse and Parlor Press, LLC. 32.

TAGS

academic disciplinesboundaries • boundaries between territories • boundary conflicts • boundary work • cartographic metaphor • characteristic problems • classification and framingcollective valuescontextually specific practices • contextually specific texts • control over representations • David Russell • disciplinary boundariesdisciplinary classification • disciplinary discourse • disciplinary identities • disciplinary protectionism • disciplinary resources • disciplinary structures • distributing principles • distribution of rhetorical resources • epistemology • geographic territory • hiring priorities • knowledge territorialisationlegitimate scholarly practicesmethodologiesontology • pedagogic codes • pedagogic recontextualising field • professional writing • research funds • rhetorical resources • rhetorical studies • Thomas Gieryn • undergraduate curriculum

CONTRIBUTOR

Simon Perkins
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