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)
CONTRIBUTOR
Simon PerkinsSHARE
Spot the Difference project on visual plagiarism
"Whilst there has been extensive research and guidance on the nature and issues surrounding text-based plagiarism in Further and Higher Education, there has been relatively little research undertaken on the topic of plagiarism in non-text based media. The Spot the Difference project seeks to address this gap and to undertake research on the meaning, nature, and issues surrounding the complex and nebulous concept of 'visual plagiarism', as well as to investigate the potential uses and relevance that visual search technology may have to offer in this area."
(Leigh Garrett, VADS, University for the Creative Arts)
The project is a collaboration between the Visual Arts Data Service (VADS) at the University for the Creative Arts and the Centre for Vision, Speech, and Signal Processing (CVSSP) at the University of Surrey. The project is funded through a JISC Learning & Teaching Innovation grant from June 2011 to May 2012.
Fig.1 ‘Giving credit‘ poster by Pia Jane Bijkerk [http://www.piajanebijkerk.com/], Erin Loechner, and Yvette van Boven.
CONTRIBUTOR
Simon PerkinsSHARE
Learning Communities: new students sharing common experiences
"In their most basic form, learning communities employ a kind of co-registration or block scheduling that enables students to take courses together. The same students register for two or more courses, forming a sort of study team. In a few cases this may mean sharing the entire first-semester curriculum together so that all new students in that learning community are studying the same material. Sometimes it will link all freshmen by tying two courses together for all - most typically a course in writing with a course in selected literature, or biographies, or current social problems. In the larger universities such as the University of Oregon and the University of Washington, students in a learning community attend lectures with 200–300 other students but stay together for a smaller discussion section (Freshman Interest Group) led by a graduate student or upper division student. In a very different setting, Seattle Central Community College students in the Coordinated Studies Program take all their courses together in one block of time so that the community meets two or three times a week for four to six hours at a time."
(Vincent Tinto, 1997, p.2)
1). Vincent Tinto (1997). "Universities as Learning Organizations", About Campus 1(6) January/February 1997, Wiley Periodicals, Inc. [http://onlinelibrary.wiley.com/doi/10.1002/abc.v1:6/issuetoc]
CONTRIBUTOR
Simon PerkinsSHARE
Emerging Trends in LMS / Ed Tech Market
"For the past decade, the LMS market has evolved from providing tools that were purchased at the departmental level to enterprise-class systems purchased at the institutional or even system-wide level. However, since about 2004 the market has been fairly consistent, dominated by Blackboard corporate strategy.
Blackboard went public in 2004, signaling a real market worth of investors' attention. In 2005 – 2006, the market was dominated by Blackboard's acquisition of WebCT, the number 2 player in LMS, resulting in a somewhat extended Department of Justice approval cycle. Starting in 2006, Blackboard was awarded the infamous '138 patent and subsequently filed suit against Desire2Learn, the new number 2 player in LMS. About this same time, open source started to become a viable alternative to proprietary systems in general, and Blackboard in particular, in the form of Moodle and Sakai. From 2006 – 2009, open source became fully established for campus-wide or system-wide LMS deployments. In late 2009, Desire2Learn successfully fended off Blackboard patent lawsuits, ultimately resulting in all 38 claims being ruled invalid by a US Court of Appeals. On the heels of these efforts in 2009, Blackboard purchased Angel, taking another competitor out of the market."
(Phil Hill, 4 August 2011, e-Literatee-Literate)
Fig.1 "LMS Market Share", [http://www.deltainitiative.com/higher-education/lms-strategy]
CONTRIBUTOR
Simon PerkinsSHARE
The UK Digital Curation Centre
"Creation of a Digital Curation Centre (DCC) was a key recommendation in the JISC Continuing Access and Digital Preservation Strategy, which argued for the establishment of a national centre for solving challenges in digital curation that could not be tackled by any single institution or discipline.
Its remit would also include the provision of generic services, some development activity and research."
(The Digital Curation Centre)
CONTRIBUTOR
Simon PerkinsSHARE
