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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.



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


Simon Perkins
27 MARCH 2012

AHRC Impact Case Studies: demonstrating the value of research through the influence on the wider public discourse

"In recent years there has been mounting concern to understand the distribution, utility and influence of research findings in non–academic contexts. This concern originates in part from political imperatives to demonstrate public value, for research to move towards pragmatic considerations in wider public discourse, in cultural, industry and policy environments.

All UK Research Councils are expected to be able to demonstrate the wider impact and value of academic research. The important question that we must seek to address is: what is the contribution of arts and humanities research to society? Or, what is the impact or influence of arts and humanities research outside the academy?

The Arts and Humanities Research Council has commissioned a series of case studies to investigate the impact of arts and humanities research. Across the series as a whole, impact has been defined in its broadest sense to include economic, social and cultural elements. The case studies included in this publication focus on the social impact of two artist exhibitions, specifically concentrating on visitor responses and reactions.

Established in April 2005, the Arts and Humanities Research Council provides funding for a range of UK wide programmes, supporting the highest quality research and postgraduate training in the arts and humanities."

(Arts and Humanities Research Council UK)

2). Social Impact of Artist Exhibitions: Two Case Studies



2005academic researchacademyAHRC • artist exhibition • arts and humanities • arts and humanities research • case studiescontribution to societycultural impactdemonstrable value • economic impact • funded researchgovernment policyimpact case studiesimpact of researchimpact on societyimpact on the economy • influence • knowledge integration • non-academic contexts • perceived value • performativity • political imperatives • postgraduate trainingpragmatic considerationspublic value • publicly funded • REF • research council • research findingsresearch outputsresearch publication • research quality • significancesocial impact • taxpayers • UK • utility of research • value • visitor responses • wider impact • wider public discourse


Simon Perkins
08 AUGUST 2006

Symbolic Control Through Appropriation Of Local Stories

"For socially engaged [theatre] practitioners, the relationship with the academy is worth examining. The radical element of the practice becomes appropriated by the academy and is removed from the domain of public cultures to be re–packaged in endless academic texts as art and high–culture for bourgeois spectator/student. The work thus becomes an instrument of the domination and symbolic violence the practitioner might have initially sought to resist. The function of the academy in relation to practice in the cultures of late–capitalism is even more complicated. Non–Western film–makers, who come to the attention of Western critics, have found that their films, in spite of initially being conceived as local stories in local languages or as critiques of imperialism and colonisation (such as Sembene?s Fort Thoyard) are only circulated on the Western cultural festival and art–house circuit. Their knowledge that their main audience is the Western academy, and not the local or national public, eventually becomes reflected in their practice. Aesthetic ideology, disseminated by both practitioners and academics/critics, is the key practice by which such work is converted from use–value to exchange value."

Paula Gilligan. "The Criminal in the Academy:Practice Based Research as a Form of Theft".


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