Tuesday, 18 July 2017
Wednesday, 12 July 2017
Digitally Engaged Learning Conference 2017: Teaching Making/Making Teaching
Central Saint Martins, University of the Arts London, 14 - 15 September 2017
**Early bird rate ends 1st August**
DEL (Digitally Engaged Learning) is an international conference exploring and evolving digitally engaged teaching and learning in art and design Higher Education. Themed 'Teaching Making/Making Teaching', DEL 2017 seeks to explore digitally engaged practices and processes of teaching, making and researching within the creative disciplines. By 'digitally engaged', we are referring to practices that are actively with, about or in digital tools and spaces.
This year there will be keynotes from:
· Thomas Castro, Founder, Owner, Partner, Designer LUST/LUSTlab
· Diana Arce Artist, researcher, and activist
For more information, visit the DEL 2017 website.
DEL 17 is an international partnership with Penn State University, Texas State University, The New School and the University of the Arts London.
General Enquiries: Claudia Roeschmann, firstname.lastname@example.org
Wednesday, 5 July 2017
PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING School of Fine & Performing Arts, University of Lincoln, UK
14 October 2017
Dr Lee Campbell, Lecturer in Fine Art, University of Lincoln, UK Lisa Gaughan, Director of Teaching & Learning and Principal Lecturer, University of Lincoln
Keynote: Fred Meller, Senior Lecturer, Performance: Design & Practice, Central Saint Martins, University of the Arts, London
PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING is an international conference exploring the possibilities of the emerging field of 'performative pedagogy' and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines.
We welcome submissions from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning. We invite papers, provocations and practical demonstrations that showcase good practice of making positive usage of performative teaching and learning.
Submitting a proposal:
• We welcome proposals for 15-20 minute papers and practical workshops (to last up to 1 hour)
Please use the following format for proposals:
• Name, institutional affiliation, contact details
• Title of paper or workshop
• 250-word paper summary (max 1 page A4)
• 50-word contributor biography
• Send proposals as a Word doc by email to Dr Lee Campbell,
at: email@example.com and Lisa Gaughan, firstname.lastname@example.org
• **DEADLINE EXTENDED TO JULY 14TH**
All abstracts will undergo a peer review process to ensure quality and relevance to conference theme and ambition.
Dr Lee Campbell Ph.D., is an artist, curator and lecturer in Fine Art at University of Lincoln. His practice plays with the parameters of contemporary art that draw attention to the performative and the participative within an art historical vernacular and explore how meaning is constructed through politics of space and the politics of artist articulated through visual and verbal languages. He has published extensively in the journals/books International Journal of Performing Arts and Digital Media, Performativity in the Gallery, Body Space Technology, PARtake: The Journal of Performance as Research, and will publish in Scenario - Journal for Drama and Theatre in Foreign and Second Language Education, SPARK, and Journal of Pedagogic Development later in 2017. In August 2017, he has been invited to conduct a project at the Barbican Centre, London through their Creative Learning initiative to explore the relationship between performative pedagogy and vision impairment.
Lisa Gaughan is the Director of Teaching and Learning for the School of Fine & Performing Arts University of Lincoln. She has worked at the University of Lincoln for 12 years and taught across a number of Degree Programmes. She has a background in Community Theatre and Student Engagement initiatives. She recently led a project on Student's Engagement in Curriculum Design which she will be presenting on at the National HEA Conference in Manchester in July 2017.
Fred Meller's research interests lie in the process of making performance as a dialogical design practice. Specifically, how the principles and characteristics of Performance can be used to interrogate, explore and expand the nature of teaching and learning in the subject area. In particular, she has been researching disruptive pedagogy and relationships of power in teaching and learning and design practice.
Tuesday, 27 June 2017
Student Politics in Contemporary Higher Education:
Theory, Policy and Practice
Thursday, 14th September 2017
Over the last few years, there has been a heated debate over higher education governance, funding and organisation in England, resulting in recently approved Higher Education and Research Act 2017. While scholarly debate has mostly focused on the perspectives of academic communities, senior managers and policy makers, this symposium aims to shift the focus to student unions and their role in higher education politics and the sector more widely. The symposium explores the ways in which student unions have engaged with higher education politics and policies over the recent years and the contradictory space they occupy. Taking a sociological perspective, the symposium also discusses the importance of social theory in exploring politics of higher education.
Venue: Collier Room, College of St. Hild & St. Bede, Durham University, Durham, DH1 1SZ
Contact and registration: Dr Rille Raaper, email@example.com
Space is limited, please register early. If you wish to book a place at this free event, please contact: firstname.lastname@example.org
10.15-11.00 Arrival, coffee and refreshments
11.15-12.15 Social Theory and the Politics of Higher Education
Dr Mark Murphy, Reader in Education & Public Policy, University of Glasgow
Social theory has a complex relationship with student politics and student protest. The events of 1968 are a case in point: while Jean-Paul Sartre supported the students at the barricades in Paris, over in Germany Theodor Adorno and Jürgen Habermas were critical of the revolts sweeping across universities, suggesting that radical student politics had elements of ‘left fascism’ that helped to undermine democratic institutions.
1968 is also the year often regarded as a turning point in continental social theory – a year in which the dogma of Marxist theory, especially in France, yielded intellectual territory to the postmodern turn and paved the way for
the likes of Jacques Derrida, Hélène Cixous, Michel Foucault and Julia Kristeva. This shift introduced among other things a more dispersed analysis of power and its production through various social practices – of knowledge, culture, language, the body. The certainties of the revolutionary struggle for socialism became much less certain when the institutions of the state themselves (such as universities and schools) were seen as forces of domination in their own right.
This intellectual schism is still with us today in various forms, and both of these strands of social thought still vie for space when it comes to the politics of higher education – their diagnostic power can be seen for example in critiques of marketisation and consumerism that have fuelled recent student protest across the UK. This paper will take a closer look at this theoretical debate, in particular by focusing on two key issues: the accountability of universities in a context of fiscal and political constraint; and the legitimacy of academic knowledge in a world of contested epistemologies.
13.15-14.15 The Changing Role of Students’ Unions within Contemporary Higher Education
Prof Rachel Brooks, Professor of Sociology, University of Surrey
Despite profound changes to the higher education sector in the UK over recent years, which have tended to emphasise the role of prospective students as active choosers within a marketplace and encourage higher education institutions to place more emphasis on student engagement and representation as a means of improving the quality of the learning experience, the role of students’ unions has remained largely unexplored. To start to redress this gap, this paper draws on a UK-wide survey of students’ union officers and a series of focus groups with 86 students and higher education staff in ten case study institutions. It outlines the ways in which students’ unions are believed, by those closely involved with them, to have changed over recent years, focussing on: the shift towards a much greater focus on representation in the role and function of the students’ union; the increasing importance of non-elected officers; and the emergence of more co-operative relationships between the students’ union and senior institutional management. The paper then discusses the implications of these findings for both our understanding of the political engagement of students, and theorising student involvement in the governance of higher education institutions.
14.15-14.30 Coffee break
14.30-15.30 Students’ Unions and Consumerist Policy Discourses in English Higher Education: An Exploration of Contradictions
Dr Rille Raaper, Assistant Professor in Education, Durham University
This paper focuses on the recent Higher Education and Research Act 2017 and the consultation processes leading to the legislation. The document proposes
a Teaching Excellence Framework that aims to differentiate and reward English universities according to their teaching quality, potentially categorising universities as Gold, Silver and Bronze and adjusting tuition fee levels accordingly. While recent scholarly discussions have addressed the structural reforms, particularly the flawed metrics of measuring institutional performance, there has been less analysis of the policy in terms of its underpinning consumerist discourse. This paper will start by arguing that the reform promotes consumerist understanding of higher education, universities and students. By drawing on a small-scale project funded by the
British Academy and guided by a Faircloughian discourse analysis, I will explore the ways in which five students’ unions from England and a representative of the National Union of Students understand and respond to the consumerist policy discourses. While the unions interviewed demonstrated significant opposition to the policy and consumerist positioning of students, their critique was fragmented and often accompanied by consumerist counter arguments. The unions emphasised consumer rights as benefitting students and the unions. The reasons for a lack of consistency in the participants’ discourses will be questioned and discussed in relation to their relationship with the university management and wider student population they represent.
This event is organised as part of the project ‘Critical Analysis of the Higher Education Green and White Papers (2015-2016): Student Representation and Response’, funded by the British Academy with the Philosophy of Education Society of Great Britain as the partner organisation. Principal Investigator: Dr Rille Raaper, Durham University.
Monday, 26 June 2017
14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017) October 18 - 20, 2017 – Algarve, Portugal
Endorsed by the Japanese Society of Information and Systems in Education
* Keynote Speaker (confirmed):
Prof. Pierre Dillenbourg, Director, EPFL Center for Digital Education, Swiss Federal Institute of Technology, Lausanne, Switzerland
* Conference Scope
The CELDA 2017 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified please check http://www.celda-conf.org/call-for-papers
* Paper Submission
This is a blind peer-reviewed conference. Authors are invited to submit their papers in English through the conference submission system by July 14, 2017. Submissions must be original and should not have been published previously.
* Important Dates:
- Submission Deadline (2nd call extension): 14 July 2017
- Notification to Authors (2nd call extension): 18 August 2017
- Final Camera-Ready Submission and Early Registration (2nd call extension): Until 7 September 2017
- Late Registration (2nd call extension): After 7 September 2017
* Paper Publication
The papers will be published in book and electronic format with ISBN, will be made available through the Digital Library available at http://www.iadisportal.org/digital-library/showsearch.
Authors of the best published papers in the CELDA 2017 proceedings will be invited to publish extended versions of their papers in a book published by Springer.
The Conference proceedings will be indexed by ERIC - Education Resources Information Center, EBSCO and Elsevier. The proceedings will also be submitted for indexing by IET's INSPEC, EI Compendex, Scopus, Thomson Reuters Web of Science and other important indexing services.
* Conference Contact:
Web site: http://www.celda-conf.org/
* Organized by: International Association for Development of the Information Society