FW: Winter School: International Perspectives on Education Policy (IPEP) - Verona, 11-16 Nov 2018

 

Dear colleagues,

 

Could I draw your attention to the University of Verona’s 2^nd Winter School on International Perspectives on Education Policy?  Designed for PhD students, postdoctoral fellows and researchers in all areas of education, and also suitable for advanced master students, this will considers theories and methods relevant across the entire field of educational policy research. There is a particular focus on higher and adult education policy, but the specific content of activities will be developed in the light of the participants’ interests. Full details are available at http://sites.hss.univr.it/ipep/

 

Please pass on details to anyone who may be interested.

 

IPEP is a co-operation between the University of Verona (Department of Human Sciences), Aalborg University (Department of Learning and Philosophy), the University of Nottingham (School of Education), the Institute of Research on Population and Social Policies of the National Research Council of Italy (CNR-IRPPS), and the International Research Centre for Global and Comparative Policy Studies on the Education and Learning of Adults (IRC-GloCoPoS).

 

Many thanks,

 

John Holford.

 

Professor John Holford

Robert Peers Chair in Adult Education, University of Nottingham

Joint Editor, International Journal of Lifelong Education

Co-ordinator, ENLIVEN research project (Horizon 2020)

President, International Society for Comparative Adult Education

New book: The Palgrave International Handbook on Adult and Lifelong Education and Learning

Recent Open Access articles, The misuses of sustainability: Adult education, citizenship and the dead hand of neoliberalism; Local & Global in the Formation of a Learning Theorist: Peter Jarvis and adult education

Open Access book: Adult Education Policy and the European Union

@john_holford

 

 

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FW: Posting re Conference - Internationalising the Curriculum 21st September 2018

 

NTU will again be hosting a free to attend Internationalising the Curriculum Conference – the 3^rd TILT/NTU Global IoC Conference – on Friday 21^st September.  The theme for the conference is students as co-producers, and attached is a call for contributions.  We welcome both full presentations, and short Pecha Kucha presentations plus posters.  The deadline for submissions is July 27^th.  Please do not hesitate to contact us if you have any questions.

 

IoC Conference team

IOCConference@ntu.ac.uk

 

 

Sandra

 

Dr Sandra H Kirk FRSB SFHEA

Deputy Dean

School of Science & Technology

Nottingham Trent University

Clifton Lane

Nottingham

NG11 8NS

Tel: 0115 848 3109

Email: sandra.kirk@ntu.ac.uk

 

 

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FW: TELFest 2018 Livestream

 

 

From: Online forum for SEDA, the Staff & Educational Development Association <SEDA@JISCMAIL.AC.UK> On Behalf Of Farzana Latif
Sent: 26 June 2018 09:48
To: SEDA@JISCMAIL.AC.UK
Subject: TELFest 2018 Livestream

 

Dear Colleagues (Apologies for any cross posting)

 

TELFest 2018 Livestream

 

TELFest, the annual Technology Enhanced Learning Festival from the University of Sheffield is going live this year, and you're all invited! 

 

Starting at 10:30 BST on Tuesday 26th June, you can participate remotely via our livestream at https://www.sheffield.ac.uk/telfest. With over twenty sessions being streamed, covering a broad spectrum of topics, we hope the programme will appeal to colleagues working in a variety of disciplines.  

 

To have a look at the programme for the three day event, please visit the agenda. Participants will have the opportunity to ask questions via the livestream, and we would encourage you to join the conversation on Twitter at #telfest. 

 

We hope you will be able to join us. 

 

Many thanks,

 

The University of Sheffield's Technology Enhanced Learning Team

 

Farzana Latif
Technology Enhanced Learning Manager

Technology Enhanced Learning (TEL) Team
Academic Programmes and Student Engagement
The University of Sheffield
10-12 Brunswick St
Sheffield S10 2FN

0114 222 1168
07747 117941
farzana.latif@sheffield.ac.uk

Learning Technologies Team of the Year 2017

 

 

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FW: Registration (Closing Soon): Enhancing Student Learning Through Innovative Scholarship 2018 Conference, University of Bristol 11-12 July 2018

 

 

Enhancing Student Learning Through Innovative Scholarship:

Exploring Transitions in Higher Education for Students and Staff

11^th and 12^th July 2018*, University of Bristol, http://tinyurl.com/q8uhhx4

 

In this fourth conference in the Enhancing Student Learning Through Innovative Scholarship series the focus is on exploring the transitions and mechanisms by which students and staff are supported and support each other in succeeding in enhancing their academic practice.

Transitions in, through and out of Higher Education impact on both students and staff in today's University.  Staff and students grapple with an increasingly complex HE environment with changes to the job market and challenges of uncertainty over their future they pass through a number of complex transitions into, within and out of higher education.

At the same time, the marketization of Higher Education and the impact of increasing student numbers, workloads and uncertainties over the impact of the TEF alongside REF are amongst a range of factors that both encounter.

Against this complex background, the interface between teaching and learning that both parties work within provides a challenging, engaging and supportive environment to work through many of these issues. The conference will address the following themes:

• Enhancing employability through curriculum design
• Confidence & resilience as key skills for transitions
• Balancing student satisfaction with engaged learning
• Enhancing learning through inclusive teaching spaces

 in over 70 talks, workshops and presentations. In a new move for 2018, we are including a range of short 5 minutes talk each a "Snapshot" talk. Snapshots will be combined along themes into groups of 4-6. We'll then have a snapshot session where groups of snapshots are presented together followed by 20-30 mins for discussion at tables of how these ideas could be explored by delegates in their own contexts.

 

 

 

 

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FW: Reminder: Critical performative pedagogies as part of London Conference in Critical Thought (LCCT) 2018

Registration (free) is now open for London Conference in Critical Thought (LCCT) 2018, 29th & 30th June 2018, University of Westminster which includes a stream that I have curated on innovative pedagogies umbrella-ed under the title 'Disruptions, Interventions and Liminalities: Critical Performative Pedagogies'.

https://www.eventbrite.com/e/london-conference-in-critical-thought-2018-tickets-44217198832

Please see below for further details and do forward to any interested parties.

The conference schedule (with times comprising my set of panels) can be found here:
http://londoncritical.org/wp-content/uploads/2018/06/LCCT-Short-Programme-21.6.18.pdf

Best wishes, 

Lee 

DISRUPTIONS, INTERVENTIONS & LIMINALITIES: CRITICAL PERFORMATIVE PEDAGOGIES

Stream Organiser: Dr Lee Campbell

In any pedagogical situation, you want the learners to feel safe. On the other hand, you must know that you may be faced with a group where there isn't a lot of dynamics, there's a lot of sleepiness and so on, and you [the teacher] want to somehow make them active, challenge them. Performative arts would have a lot of strategies (Manfred Schewe, 2016).

This stream asks: 'What happens when performative arts meet pedagogy?' and explores 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. Papers comprising this panel from individuals and groups across all creative disciplines deploy pedagogic approaches with an emphasis on performativity to drive learning. They theorise, articulate and demonstrate some of the possibilities of using a critical performative pedagogy which may showcase good practice of making positive usage of performative teaching and learning.

Joe L. Kincheloe describes critical theorists as 'detectives of new theoretical insights, perpetually searching for new and interconnected ways of understanding power and oppression and the ways they shape everyday life and human experience'. (Kincheloe, Joe L., 2008. Critical Pedagogy. Peter Lang: New York). With a similar curiosity around power plays, a selection of these papers reflect upon how power may be understood in critical pedagogy in relation to 'the effects of power on shaping and misshaping the pedagogical act' as a means of (re)thinking how power relations may operate in teaching practice. Applying Michel Foucault's understanding of social power (1980), we envisage performance as a tool to make power relations visible (making performance as mirroring power plays that take place in all forms of daily human existence).

Raphael Hallett has suggested that students' work tends to be valued in terms of a very circumscribed, clean, clear presentation. Disruption, intervention, liminalities are forms of expression that do not necessarily correspond with conventional criteria that lean towards focus, precision, clarity, coherence and structure. Papers forming this stream deploy the strategies of performative pedagogy and relate in some way to 'disruption', 'intervention' and 'liminality'. Performance Art (and Art per se) is predicated on rule breaking, even on discomforting audiences, especially the elitist audiences of Live Art and Performance. As Dr Jane Munro recently pointed out at Tactics of Interruption, (Toynbee Studios, London, June 2016), interruption is about 'creating new forms – allowing interruption to shape the work – not hiding them'. A selection of these papers advocate the power of risk in teaching and learning, that explore disruption/interruption as a 'risky' pedagogic strategy to not only provoke students' participation but also to demonstrate how performative pedagogy can be effectively deployed to break implicit rules surrounding the exchange of power relation between student and teacher.

Panel 1 
1  Paul Antick-  On using 'foul' language in a university classroom
2  Claire Makhlouf Carter - Bitter Lucky Dip
3  Christabel Harley - The Matter of Art & Design Research 
4  Lee Campbell - We Interrupt This Broadcast: Tactics of Disruption as Provocative Pedagogy

Panel 2 
1 Jennifer Kitchen - The Power of Play: Ensemble pedagogy, playfulness and the creation of '3rd spaces' in education
2 Mark James Hamilton - Playing with Plurality 
3 Jaione Cerrato and Jon Halls - Creating space for informal education in a quantified world

Panel 3   
1 Paul Stewart - Art and Commitment: performing critical pedagogy as an art methodology
2 Monica Marroquín-Almanza - The artifacts of memory
3 Nese Ceren Tosun - What can embodied creativity training do for law and business students?

Panel 4 
1 Francesca Antonacci-  How Performing Arts Will Integrate Mind, Body And Soul
2 Birte Brudermann-  Idyll and Scandal
3 Ana Milovanović - Liminalities of Critical Performative Pedagogies in Capitalism

Panel 5 
1 Nigel Grimmer- Utilizing Performative Teaching within the Induction Unit as a Social Tool Capable of Aiding Participation and Retention
2 Lisa Peck-  Feminist Interventions and Performative Pedagogy in Acting
3 Gavin Baker - Using a performative approach to textual analysis

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