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05 NOVEMBER 2013

Co-Lab: Practice and Theory Research Lab

"The Co–Lab has been established to provide essential support for research staff engaged in creative media practice from within the Media School, National Centre for Computer Animation and School of Design, Engineering and Computing at Bournemouth University.

Sharing knowledge across disciplines, our aim is to create a space in which resources, ideas and new areas of research can be opened up and supported."

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TAGS

applied researchBournemouth UniversityBournemouth University Media School • Co-Lab • collaborative researchcreative media • creative media practice • creative practice research • Experimental Media Research Group (EMRG) • interdisciplinary media research • interdisciplinary research • Master of Philosophy • media researchMPhil • National Centre for Computer Animation (UK) • Neal WhitePhDpractice as researchpractice driven research in art and media • practice driven research-based teaching • professional practiceresearch centreresearch groupresearch labresearch staff • School of Design Engineering and Computing (BU) • Stephen BellUK • Visual Research Group (BU)

CONTRIBUTOR

Neal White
03 OCTOBER 2012

Creative practice research reported through epistolary video

"The result of my doctoral research was presented as a creative work and an exegesis. The research project was an autobiographical video production entitled, Lorne Story. This video production was in the form of a video postcard – an epistolary video reporting on the creative research practice as a creative video–specific research practice. The accompanying exegesis was also in the form of a report – a written letter reflecting upon the creative video research practice, and reflecting upon itself – as a creative written research practice. This approach suggested that both the practice and the exegesis are creative research practices – both separately and together. In my research, the relationship between the practice and the exegesis also developed as a correspondence between practices."

(Stephen Goddard, 2007, p.113)

Goddard, S. (2007). Correspondence Between Practices. "Practice as Research: Approaches to Creative Arts Enquiry". E. Barrett and B. Bolt, I.B.Tauris & Co Ltd. [http://www.scribd.com/doc/113746755/Practice–as–Research].

TAGS

2007artwork and exegesis • autobiographical video narration • autobiographical video production • correspondence between practices • creative arts research practice • creative research practice • creative video research practice • creative work • creative written research practice • critical reflectiondoctoral degreedoctoral researchepistolary narrative • epistolary video • exegesisfield diaryfragmentary storiesLorne StoryPhDpostcardpractical projectreflective exegesisStephen Goddardvideo (research method) • video notebook • video postcard • video production • video-specific research practice • written componentwritten exegesis • written letter

CONTRIBUTOR

Simon Perkins
26 SEPTEMBER 2012

Handbook of social media for researchers and supervisors

"Social media such as wikis, blogs, social bookmarking tools, social networking websites (e.g. Facebook), or photo– and video–sharing websites (e.g. Flickr, YouTube) facilitate gathering and sharing of information and resources and enable collaboration. Social media is a new form of communication that is changing behaviours and expectations of researchers, employers and funding bodies.

The goal of this handbook is to assist researchers and their supervisors to adopt and use social media tools in the service of their research, and, in particular, in engaging in the discourse of research. The handbook presents an innovative suite of resources for developing and maintaining a social media strategy for research dialogues."

(Careers Research and Advisory Centre Limited)

CONTRIBUTOR

Simon Perkins
14 JULY 2012

Student experiences of disability social networks, in and around higher education

"For many young people social networks such as Facebook are an essential part of their student experience. Other web–based, interactive services like Wikipedia and YouTube are also an important facet of everyday student life. New technologies have always been scrutinized for their capacity to support education and, as social technologies become more pervasive, universities are under increasing pressure to appropriate them for teaching and learning. However, the educational impact of applying these Web 2.0 technologies is uncertain.

Using a Foucauldian perspective, my qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet–enabled interviews with 18 participants from three English universities. Interviews incorporate the internet to expand opportunities for discussion, observation and analysis. Mobile broadband, a remote desktop viewer and screen capture have been flexibly applied together to ensure an accessible interview situation and recognise students' preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory.

Disabled students' networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non–disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment.

Other participants experience the network as punitive and disabling. Disability is socio–technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time.

As a result, students deploy diverse strategies to retain control and resist deviant status. Self–surveillance, self–discipline and self–advocacy are evoked, each involving numerous social, cognitive and technological tactics for self–determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports 'normal' status. For others, it must be resisted as a form of social domination.

Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network."

(Sarah Lewthwaite, Slewth Press)

TAGS

2011 • accessible interviews • Activity Theoryboundaries • building social capital • capacity to support education • cognitive tacticscontrol • deficit identity • deviance • deviant • deviant statusdifference • dis/ability • dis/ability difference • disabilitydisability and social networks • disability as a visible • disability studies • disability studies researcher • disabled students • disabled subjectivities • disabling • disconnection • discourse analysisdiversity • education researcher • educational impact • everyday student lifeFacebook • Foucauldian perspective • higher educationidentityidentity constructionidentity performance • impairment • interactive services • internet-enabled interviews • invisiblelearning and teaching • LSRI • mediated environmentsMichel Foucaultmitigating impairment • mobile broadband • networked experiences • networked publicsnew technologiesnew ways of being • non-disabled subjectivities • normal status • normative conditions • open to scrutiny • PhDPhD thesis • produced by the network • punitive • qualitative study • remote desktop • Sarah Lewthwaite • screen capture • self-advocacy • self-discipline • self-surveillance • social experience of disability • social interactionsocial media researchersocial networking servicesocial networking sitessocial networkssocial norms • social tactics • social technologies • socio-technically ascribed • student circumstancesstudent experience • student experiences of disability • student preference • students • suppressed by the network • tactictactics • technological tactics • technologies of powerthesis • unequal gaze • University of Nottingham • unseen impairments • Web 2.0 technologies • web-basedWikipediayoung peopleYouTube

CONTRIBUTOR

Simon Perkins
18 JUNE 2012

Design PhD Conference 2012, School of Design, Northumbria University

"Date: 27th and 28th June 2012, Place: School of Design, Northumbria

The Design PhD Conference 2012 at the School of Design, Northumbria University is a collaborative event between the School of Design's Centre for Design Research and ImaginationLancaster, Lancaster University. The conference offers an opportunity for PhD Students, Masters Students, recent graduates and businesses to meet, exchange knowledge and ideas, and learn about the latest developments in design thinking, methods and research projects."

(Northumbria University, 7 January 2012)

TAGS

2012art and design conference • British university • businesses • Centre for Design Research • communities of practiceconferencedesign conferencedesign methods • Design PhD Conference 2012 • design researchdesign researcherdesign scholarshipdesign thinking • exchange ideas • exchange knowledge • ImaginationLancaster • Lancaster University • latest developments in design thinking • Masters studentsnew university • Newcastle Polytechnic • North East of England • Northeast • Northumbria • Northumbria University • Northumbria UniversityNewcastle • NU • PhDPhD studentspractice-led research • recent graduates • research projects • School of Design • UKUK universityuniversity • University of Northumbria • UNN

CONTRIBUTOR

Simon Perkins
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