3,468 research outputs found
Method or Madness? Textual analysis in media studies
No full textScholarly analyses of media have tended to view the media text (e.g. film / programme / article) as the logical site of enquiry. However, this focus on the text has often resulted in a privileging of the text as the locus of meaning. The validity of textual analysis as a research method has increasingly been called into question due to the influence of poststructuralist theories and the critique of textually-based research emerging from the ‘new audience studies’. In this paper I examine the debates surrounding texts, audiences and meanings from a poststructuralist perspective. I argue that the rethinking of subjectivity achieved by discourse theory provides the key to a new conception of textual analysis, which remains a vital and rewarding approach to the study of media and culture
Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury
No full textIn 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology
Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury
No full textBook synopsis: In 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology
Creative uses of Moodle?
No full textWorkshop led by Leo Havemann, Learning Technologist, Birkbeck, at Moodle User Group for Greater London (MUGGL), 18 July 2012
Open Data as open educational resources: case studies of emerging practice
No full textEdited by Javiera Atenas and Leo Havemann
Includes:
Prefaces: Reflections from the scientific committee
From Open Data to OER: An unexpected journey?
A Scuola di OpenCoesione: From open data to civic engagement
Using Open Data as a Material for Introductory Programming
Assignments
Teaching Data Analysis in the Social Sciences: A case study with article level metrics
The Alan Walks Wales Dataset: Quantified self and open data
Open Data for Sustainable Development: Knowledge society &
knowledge econom
ELESIG London: come evaluate with me!
No full textSlides of introduction and workshop activities led by Mira Vogel and Leo Havemann at ELESIG (Evaluation of Learners' Experiences of e-learning Special Interest Group) London group, second meeting, 11 November 2015, UCL
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Assessment, feedback and technology
No full textIn a new open access book from the Bloomsbury Learning Environment, Sarah Sherman and Leo Havemann look at the role of technology in educational assessment and what looks set to change
Open data as open education
No full textDavid Kernohan interviews Javiera Atenas and Leo Havemann on the theme of Open Data as Open Educational Resources, for OpenCon Community Webcasts series
#LTHEchat No 26 Learners’ Experiences of e-Learning with @ELESIG @rjsharpe and @leohavemann
No full textBlog post and record (storified tweets) of tweet chat: #LTHEchat No 26 focusing on learners’ experiences of e-learning, with guest hosts Professor Rhona Sharpe (Oxford Brookes) and Leo Havemann (Birkbeck).
#LTHEchat is the Learning and Teaching in Higher Education tweet chat - a conversation on Twitter using the #LTHEchat hashtag
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It’s lovely out here: how we (self) published in the open
No full textBlog post, UK Copyright Literacy. \ud
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In this post, Sarah Sherman and Leo Havemann share how they published a free, open access ebook based on work they had completed during a two year project. Here, they offer their tale as a guide to publishing openly
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