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CRAFT: Activating Pedagogy for Ceramic Education Futures
No full textThe CRAFT project produced the following concrete output:
A pan-European interactive map of intangible cultural heritage, expert knowledge disappearing skills and techniques (IO1) providing access to 285 ceramics datasets visualised as points of interest and embedded with relevant information on locations, artists information and techniques. This tool represents an innovative solution tomap-based data visualization and user interaction.
By considering the map's conceptual purpose and by integrating the different technologies (React for the frontend, Java Spring Boot for the backend, Leaflet for mapping, and d3 for data visualization), we were able to create a dynamic platform that offers a better user experience.
What sets this tool apart is its ability to present the sites of interest in a visually engaging and data-rich manner, as well as the ability to connect them, making it a great resource for the ceramic community to explore and understand this data spatially. The underlying content is expected to grow after the project completion through the inclusion of user generated content and point of interest added by stakeholders
Decoding cards
No full textCRAFT Activating Pedagogy for Ceramic Education Futures had the following concrete output.
Decoding cards - an evolving compilation of teaching cards (IO2 Decoding cards) available through the Decoding Ceramics open educational platform (IO3)comprising a range of pedagogical and teaching approaches, tools and methods for encouraging participation, uptake, and experimentation in ceramic education. The cards include a series of step-by-step video tutorials, case studies, demonstrations, including a limited series of video tutorials created using an innovative video annotation tool provided by NOVA to shoot demonstration videos that capture through annotations gestures and tacit knowledge and intangible craft skills
Hysterical Chorus
No full textFragments from Sigmund Freud’s ‘Case Studies in Hysteria’ mesh with excerpts from Gustav Flaubert’s ‘Emma Bovary’ and are woven together to make a prose poem that reflects an experience of hysteria told in the present day. Through polyvocal play, this piece, made up entirely from Ms.B’s (Sharon’s) voice and electronic interventions from Joseph, reflects the psychological neurosis and physical symptoms of hysteria.
The piece will play and will be accompanied by a live component performed by Sharon Young. Attendees are invited to join the chorus, song sheets will be provided.
This event is set in the glorious garden of Sigmund Freud’s former home, now the Freud Museum London
Becoming Learners in Laboratories of Learning: A Rhizomatic Assemblage of Nomadic Pedagogies
Get PDFThe disruption caused by the pandemic to the delivery of our higher education degrees has offered many opportunities for rethinking what it means to learn and what conditions are needed for learning to occur. Our students renewed interest in belonging and coming together has been pivotal to this rethinking process and prompted the emergence of the Laboratories of Learning project as a means of co-designing communities of learning practice, rhizomatically and nomadically. This chapter offers a methodology to test how the emergence of such hybrid eventful spaces affords the process of becoming learners and forming communities of learning practice within wider institutional systems and structures. As an exploratory study underpinned by participatory action research Laboratories of Learning draws on nomadic learning (Semetsky 2008) as a process of collaboration, dialogue and construction, where both staff and students can ask the fundamental question of how they learn. We argue that this approach can create safe and daring spaces where questioning can become fruitful, and the process of learning can be tested and experimented with. This is supported by Deleuze’s idea that ‘pedagogy is ... not something that is “done to one” or “is done by one to others,” but is something that one participates in, it is a mode of co-construction, [where] teaching and learning become fused...’ (Cole 2016). Doing with, and learning from, are key concepts in our thinking about these Laboratories of Learning and how they form and operate, whilst illuminating emergence of communities of learning practice. As Deleuze and Guattari suggest, these eventful spaces will create cartographies of learning, new maps, not tracings of the past that perpetuate stubborn myths about how we learn best (Deleuze and Guattari 1980/1994)
AuROA service catalog for scientific open access publications: Transparent listing of tasks for book publications
Get PDFThis service catalog provides a compilation of possible individual tasks and services in the scientific open access publishing process. The catalog is intended for use by all individuals and institutions involved in the publication process in their sometimes overlapping roles: authors and editors, publication service providers (publishers, repositories, etc.), sponsors (foundations, etc.), libraries, and other involved parties. They can decide for themselves which of the listed publication fields, services and technicalities are relevant to their work.
On the one hand, the aim is to create a basis for contracts or contract negotiations between the different involved parties in a transparent manner and on an equal footing, and to facilitate comparability. On the other hand, the catalog is intended to promote and facilitate cooperative forms of publication between the parties involved, especially in the digital domain.
The catalog is based on the results of the AuROA project (Autor:innen und Rechtssicherheit für Open Access - authors and legal certainty for open access), which examined the heterogeneous and complex needs, perspectives, and requirements entailed in open-access publishing for disciplines that regularly publish in book form. In order to achieve legally secure publication conditions, the AuROA contract generator was developed. This tool generates individual sample contracts for open access publications that are based, among other things, on elements from this service catalog. The University Library of the University of Duisburg-Essen headed the project in a two-year collaborative effort with the Department of Communication and Business at the IST Hochschule für Management in Düsseldorf and the Department of Book and Reading Studies at Johannes Gutenberg University in Mainz
Filmmaking and wellbeing
No full textSpeaker for the panel 'Filmmaking and wellbeing' which was part of the online film festival Screening the Social: Beyond the Documentary convened by Dr.s Lena Theodoropoulou and Laura Harris with funding from the National Centre For Research Methods.
I was invited to select a film for the festival and I was in conversation with Dr. Adam Szymanski for the panel 'Filmmaking and wellbeing'. The film I selected was Jeamin Cha's Sound Garden, 2019, which I have written about in my 2023 essay 'From Lure to Cure' and which formed a basis for the panel discussion
Battle Jackets: Wearing Metal Identity
Get PDFClothing and style are important aspects of heavy metal culture, used by musicians and fans to identify with the broader values and norms of the subculture, and to communicate difference from mainstream culture. Denim and leather garments are fundamental to metal wardrobes, with band t-shirts worn nearly universally to signify particular metal preferences. For serious metal fans, battle jackets offer a unique way to demonstrate musical taste and dedication to metal. A battle jacket is a customised denim jacket (usually with the sleeves removed) embellished with band patches, badges, studs, hand-painting and other additions. Jacket customisation has been practised by fans for nearly as long as heavy metal has existed, and thrives in contemporary metal subcultures, bolstered by online jacket forums and patch trading opportunities. Historically, battle jackets can be connected with WW2 bomber jackets and custom motorcycle patch vests. For fans, battle jackets offer a way to externalise their allegiance to metal and to reinforce a sense of ‘outsider’ status. The jackets also carry highly personal meanings for their wearers and help to articulate a sense of self that extends beyond recreational fandom
Revision: An autoethnography study toolkit 2023
Get PDFThe aim of the autoethnography study toolkit is to introduce participants, students and researchers to the opportunity to draw more significant conclusions about the culture of, for instance, the education experience. This study toolkit includes:
1. Understanding autoethnography narrative
2. Ethics in writing about the self and others
3. Autoethnography writing styles
4. A series of writing exercises
5. Reflection and analysis discussion
The toolkit focuses on reflective writing practices that can be of benefit to all students, staff and researchers, especially those who are interested in autoethnography research either as producers or readers. As participants, we will have the opportunity to portray cultural experiences and address particular topics. Then, we will incorporate our autoethnographic texts into the reflection and analysis to examine a particular memory or personal experience from various perspectives. Examining our written texts may provide us with new approaches to think about culture, offer insights into the cultures we belong to, give us more agency in representing the cultures we want to critique, and help us appreciate the cultures we create through our lived experiences
Fossils
No full textFossils is an immersive video exhibition. It presents three short vignettes addressing the interlinked logics of extraction at work in ecological collapse and the exploitation of human capital. The monologue of a decaying skeleton attempting to unionise his undead comrades interrogates class (de)composition. Two decoy trees, echoing the arboreal observation posts of the first world war, reflect on the way humans project meaning onto their natural environment. A many-headed oil spill mediates these perspectives: it is legion, a multitude at once demonic and pathetic, declaiming market values and anticipating their apocalyptic end. Together, these scenes from the near future explore the ways in which value extraction is intensified as new sources of growth become scarce. Displayed on headsets but forgoing the aesthetics of gaming associated with such devices, these Brechtian performances stage a demand for collectivity and solidarity in a diminished public sphere
A View from over Here: What students think about Learning Development
No full textIn this chapter, we consider Learning Development from the student perspective, by speaking with students about their experiences of working with Learning Developers and asking them to reflect on the value of these interactions. We are just as interested in why students might not interact with these services as this will seed the opportunity to rethink current LD provision across the sector. How LD is conceptualised and situated can have an impact on the value assigned to it as well as subsequent access and engagement during studies. Typically, LD is seen as both a spatial and a temporal activity in the mind of the student: it is valuable, it happens somewhere, and frequently it requires a lot of time to engage with. To navigate the use of LD, we would argue LD would greatly benefit from involving students as partners in both the devising delivery and marketing of LD at all levels