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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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TAGS

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
06 JULY 2012

New Horizons: Current Developments in Research Practice

"BIAD's Research Summer School is now in its third year, and has established itself as a popular annual event that introduces researchers to current trends and issues in research.

This year's programme will feature the latest developments in research practice and consider how they apply to research in art and design. It will cover new approaches, such as digital and video research, and issues of current interest around publishing, the Research Excellence Framework, and the impact of art and design research beyond academia–including how research operates in the real world.

There will be plenty of opportunity to debate, both with the speakers and with colleagues and fellow researchers, and the programme will include opportunities for networking."

(Birmingham Institute of Art and Design, 2012 Summer School)

TAGS

2012Arts and Humanities Research Councilbeyond academiaBIAD • BIAD Summer School • BirminghamBirmingham Institute of Art and DesignChris Smith • current developments in research practice • design researcher • digital and video research • Educational Technology at the Open University • how research operates • impact case studies • impact of art and design research • issues in research • Journal of Visual Art Practiceknowledge acquired from real-world settings • London Metropolitan University • Mark Llewellyn • Martin Weller • new horizonspublishingResearch Excellence Frameworkresearch in art and design • research networking • research practice • research summer school • research themesresearcherssummer schooltrendsUK • Visual Arts Practice Research Group

CONTRIBUTOR

Simon Perkins
07 SEPTEMBER 2005

Boyer's Scholarship of Integration

"The scholarship of integration has at least three main aspects. First, there is integration, within a discipline or field of study, of knowledge claims derived by different research approaches, or at different times or in different parts of the world. This sort of 'integrative scholarship' is vital, and involves an intimate familiarity with the traditions and major lines of development in the field, as well as a high degree of intellectual sophistication. In a post–modern world characterised by fragmentation and an over–abundance of information, such integration provides much–needed synthesis and offers a platform both for the conduct of further inquiry and for practical application of consolidated outcomes and insights.The second aspect of integration involves the incorporation of new knowledge acquired in real–world settings into the intellectual apparatus of the disciplines. This in turn can be particularly useful in training people for the professions. In his paper on entrepreneurial universities, Formica writes: 'The holistic model moves away from the notion of technology transfer as a one–time handout from the university and research institutions to the firm, replacing it by a broader vision, which encompasses an ongoing multiway exchange between the partners' (1996, p. 255). In the case of university partners, the incorporation of such insights and new knowledge developed by industry is part of the scholarship of integration. Third, and finally, integrative scholarship may involve drawing together insights from different disciplines or fields of study. Most real–world problems do not present themselves neatly labelled according to a discipline, which, after all, is little more than a conventional way of dividing up the complexity of the world into administrative or cognate areas of study. Instead, real–world problems span several different disciplines and solutions are often found through the juxtaposition of those fields. Moreover, it is also true that fruitful lines of inquiry and speculation often arise in multidisciplinary or cross–disciplinary teams, thus integrative scholarship can throw up productive new insights which can be of use to more than one field of practice at a time. Clearly, integration is a hallmark of much knowledge work both inside and outside universities, and the intellectual capabilities and organisational infrastructure required are virtually the same in both cases. FORMICA, P. (1996). Innovative players of economic development: 'Learning' companies and 'entrepreneurial' universities in action within territorial and business ecosystems of innovation. In M. Guedes & P. Formica (Eds.), The economics of science parks (pp. 233–268). Brazil: Faculdade de Tecnologia, Universidade de Brasilia. Higher Education Research & Development, Vol. 19, No. 3, 2000"

(Philip C. Candy, 2000)

[In his book "Scholarship Reconsidered: Priorities of the Professoriate", Ernest Boyer describes what he sees as four major, complementary aspects of an academics scholarly work: the scholarship of discovery; the scholarship of application; the scholarship of integration; and, the scholarship of teaching.]

Candy, P. C. (2000). "Knowledge Navigators and Lifelong Learners: producing graduates for the information society." Higher Education Research & Development 19(3): 273–274.

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