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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)

TAGS

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

CONTRIBUTOR

Simon Perkins
30 JUNE 2012

Pedagogical affordances of syndication, aggregation, and mash-up of content on the Web

"As Internet and online learning become more and more incorporated into our courses, syllabi, and teaching materials, it becomes increasingly important that the impact the Web is having on changing perceptions of literacy carries over to the way we practice teaching and learning. Here we will focus on which collaborative online tools can most appropriately be applied in online and blended courses to foster reading and writing. Specifically, we will discuss some of the freely available social networking platforms and tools, their common features, and how these can help language learners find, aggregate and harvest learning objects while connecting to other people on the Web at large. We will also introduce two web publishing projects, Dekita.org and Writingmatrix, and explain how they function to facilitate this process and encourage connections."

(Barbara Dieu and Vance Stevens, 2007)

Fig.1 Michael Wesch, "The Machine is Us/ing Us (Final Version)" [http://www.youtube.com/watch?v=NLlGopyXT_g]

2). Barbara Dieu and Vance Stevens (June 2007). TESL–EJ: "Pedagogical Affordances of Syndication, Aggregation, and Mash–up of Content on the Web". TESL–EJ, Volume 11, Number 1. Available online:http://tesl–ej.org/ej41/int.html.

TAGS

2007academic journal • aggregate and harvest • aggregation • blended courses • blended learning • changing perceptions • collaborative online tools • common features • connecting to other peoplecontent on the webcourses • Dekita.org • encourage connections • English as a second language • freely available • impact of the Web • Internetlanguage learnerslearning objectsliteracymash-upMichael Weschonline learning • pedagogical affordances • reading and writing • social networking platforms • social networking tools • syllabi • syllabussyndicationteaching and learningteaching materialsteaching practicewebweb publishing • Writingmatrix

CONTRIBUTOR

Simon Perkins
15 MARCH 2012

Seeking quality in criterion referenced assessment

"Norm and criterion referenced assessment are two distinctly different methods of awarding grades that express quite different values about teaching, learning and student achievement. Norm referenced assessment, or 'grading on the curve' as it is commonly known, places groups of students into predetermined bands of achievements. Students compete for limited numbers of grades within these bands which range between fail and excellence. This form of grading speaks to traditional and rather antiquated notions of 'academic rigour' and 'maintaining standards'. It says very little about the nature or quality of teaching and learning, or the learning outcomes of students. Grading is formulaic and the procedure for calculating a final grade is largely invisible to students.

Criterion referenced assessment has been widely adopted in recent times because it seeks a fairer and more accountable assessment regime than norm referencing. Students are measured against identified standards of achievement rather than being ranked against each other. In criterion referenced assessment the quality of achievement is not dependent on how well others in the cohort have performed, but on how well the individual student has performed as measured against specific criteria and standards. Underlying this grading scheme is a concern for accountability regarding the qualities and achievements of students, transparency and negotiability in the process by which grades are awarded, an acknowledgement of subjectivity and the exercise of professional judgement in marking."

(Lee Dunn, Sharon Parry and Chris Morgan, 2002)

TAGS

2002 • academic rigour • accountabilityassessmentassessment criteria • assessment regime • awarding grades • banding • benchmark • cohort • criteria and standards • criterion • criterion referenced assessment • education • excellence • fail • fairness • grades • grading • grading on the curve • grading schemeinformation in contextlearninglearning outcomes • marking • measurement • negotiability • norm • norm referenced assessment • norm referencing • pedagogy • predetermined bands of achievements • professional judgement • qualities and achievements • quality of achievement • range • ranked • standardisationstandardised testingstandardsstandards of achievementstudent achievementstudent performancestudentssubjectivityteachingteaching and learning • teaching and learning quality • teaching methodstransparency

CONTRIBUTOR

Simon Perkins
03 FEBRUARY 2012

networkADM: blog for the Art Design Media Subject Centre Brighton

"This blog has been set up in association with Networks magazine to maintain a network of colleagues, and support teaching and learning, in art, design and media higher education in the UK. We welcome items that relate to teaching and learning in art, design or media higher education: the launch of a publication or sector network, the development of a special interest group, a call for participation, a forthcoming event, etc."

(Jenny Embleton, 2012)

1

TAGS

20072012ADM-HEAart and design • art design and media • Art Design Media Subject Centre • blogBrightonhigher educationHigher Education AcademyHigher Education Academy Subject Centre for Art Design and Mediamedia education • network of colleagues • networkADM • Networks (magazine) • news updates • pedagogyquarterly publication • sector network • special interest group • teaching and learningUKUniversity of Brighton

CONTRIBUTOR

Simon Perkins
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