If you are in any way affected by Brexit and want to express your situation and feelings through an artwork, poem or short story and share it more widely, please keep reading this open invitation.
We are launching the creation of the open access digital collection Say it with Art and would love you to contribute by submitting an artwork, poems or short stories about Brexit. We would like to give individuals a voice through art. To express, communicate and connect with others from across the UK and other European countries.
We hope that the Say it with Art collection will be valuable to capture the turbulent moments in which we live, and provide a snapshot of our times to politicians and future generations beyond the dominating, and often polarised, journalistic and political voices. The collection will help others gain deeper insights into the everyday reality, hopes, dreams and fears, of individuals, and their experiences
All work received will be reviewed and work that is respectful and non abusive will be included in the Say it with Art collection.
Our invitation is open to anybody who has something to say about Brexit in the language and format of their choice. To submit your contribution, please access the following Google form at
Please note, the invitation to submit will remain open until midnight on the 29th of March 2019. Thereafter, the team and supporters of this initiative, will review submissions and put the collection together. An announcement will be made via social media channels using the hashtag #sayitwithart when the collection is ready and how it can be accessed.
If you are the Programme Leader of a BA or an MA in Creative Writing or an Art and Design programme anywhere in Europe please feel free to invite your students to submit their work for this collection.
We are really looking forward to your contributions and seeing this collection grow.
Chrissi Nerantzi @chrissinerantzi and Nathalie Sheridan @drnsheridan
Launching today #sayitwithart >>> If you are affected by #Brexit & want to express your situation & feelings through an artwork, poem or short story consider submitting it to https://goo.gl/forms/16DfeveQe3syKSNj2
Are you affected by #Brexit in any way and want to share your situation & feelings through art? Find out more about the #sayitwithart initiative open until the 29th of March 19 at xxx
Are you a poet & don’t know it? Consider sharing your situation & feelings about #Brexit through a poem, short story or artwork, see https://goo.gl/forms/16DfeveQe3syKSNj2 and participate in #sayitwithart
Are you affected by #Brexit and would like to express your situation through a poem? Submit it for the #sayitwithart collection via https://goo.gl/forms/16DfeveQe3syKSNj2
The lovely people from the ALT Winter Conference have already uploaded the recordings from our sessions yesterday. The following is our first session:
|Creating a story about space and place |
|Enabling academic staff to engage with disruptive pedagogies using active learning technologies|
In this presentation we are sharing how we engaged participants in the PGCap Programme with using Active Learning Technologies. Some of the participants allowed us to share their digital artefacts with you.
|Enabling Academic Staff to Engage with Disruptive Pedagogies Using Active Learning Technologies|
|PGCAP Course 2b: Designing Active Pedagogies|
|Go to this Sway|
Today Vicki @vhmdale and I are presenting our active learning model at the ALT Winterconference. This is the first presentation. It isn’t quite as we expected I have meanwhile 5 different versions of it. You know the feeling when you have a word on the tip of your tongue but you cannot get it out? I have had this story on the tip of my tongue and cannot seem to get it out. So we are meandering our way through the story. Meanwhile, I tried to create a video yesterday morning to support the storytelling effort.
This is our (Dr Vicki Dale and mine) blogpost now ready on the LTHEChat website. Join us next Wed (12th of December) in @LTHEChat in a conversation about active learning and disruptive pedagogies
In this #LTHEChat, we would like to explore the disruptive potential of active learning.
It is probably easier to define what active learning is not, than what it is. While a concise definition for active learning remains elusive, during our Active Learning course, we have bought into Kovbasyuk and Blessinger’s (2013) ‘vision of education’ as an ‘open meaning-making process’; the interaction between the teacher, student and space at the core of active learning. This open process of negotiation inevitably and to some degree deliberately causes friction, even cognitive dissonance:
“O’Donoghue et al.  argue that that transformative learning constitutes situated processes of reflexive learning around tensions, discontinuities and risk in local contexts in multi-actor groups.” (Lotz-Sisitka et al, 2015, p.75)
One of our course participants asked ‘W
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This week I was teaching a couple of research workshops; one about undertaking ethnographic research. This is the acompanying blog post, focussing on one of the key points of our debate: time–time spend conducting fieldwork.
One of the terms I started using when speaking about time in undertaking fieldwork, is that of spending meaningful time. But what exactly is meaningful time? In my opinion meaningful time is time that allows patterns to emerge, that enables the researcher to virtually turn over stones and poke at dark corners; meaningful time is time that enables the researcher to take a step back and question assumptions. The key for being satisfied with stopping fieldwork is that patterns, and deviations from patterns, were observed.
Jeffrey and Troman (2004) explore the notion of time and patterns more closely. While no one can tell an ethnographer when they are ‘done’ with their fieldwork the ‘time modes’ the authors have defined provide a helpful guidance, and supplement our seminar discussions well. I particularly like how these different modes demonstrate the potential for ethnography even within limited timeframes.
A compressed time modeA compressed modeinvolves a short period of intense ethnographic research in which researchers inhabit aresearch site almost permanently for anything from a few days to a month. (Jeffrey & Troman, 2004, p.538)
A selective intermittent time modeThis mode is one where the length of time spent doing the research is longer, forexample, from three months to two years, but with a very flexible approach to the frequency of site visits. The frequency depends on the researcher selecting particular foci as the research develops and selecting the relevant events. (Jeffrey & Troman, 2004, p.540)
A recurrent time modeA recurrent research mode is one where temporal phases formalize the research methodology. These research projects may aim to gain a picture by sampling the same temporal phases, e.g. beginnings and ends of terms, school celebratory periods such as Christmas, examination periods, inspections. (Jeffrey & Troman, 2004, p.542)
Fieldwork needs to take place over a period of time so that contradictory situations can emerge (Jeffrey & Troman, 2004) and this can happen within a day, a week or might need months. As with any research approach it depends on what you need/want to explore.
What is it you try to understand?
Which questions to answer?
Jeffrey, B. and G. Troman (2004). “Time for ethnography.” 30(4):535-548.
So we are creating podcasts now. This one we talk about preparing for the new semester and coping with workload
To start you off on this path for reflection: this is how learning sometimes feels to me and often in exactly the moment the tracks disappear there is breakthrough.
More to follow this is just to get back into writing. The little film is the introduction to a session for our active learning course, introducing the debate of learning and teaching, & educational landscapes.
I want to use virtual exhibition for my students to showcase the artifacts they develop throughout the semester. There are some OER platforms out there we could experiment with. However, GDPR and accessibility (and well design) demand the use of institution approved software. We (students and staff) all have the Office 365 suit and some serious free cloud storage so making use of the tools available to us seemed the most obvious way to go. This ensures everyone can access and the GDPR side is covered at an institutional level, we can also make the exhibition as public or as private as we agree on in the course.
So without further ado: this is my experiment to use Sway as a sort of exhibition, importing some of my visual art and poems.
Disclaimer: You might not want to read this at work
Hätte der Hund nicht geschissen, hätt er den Hasen gefangen.
If the dog would not have pooped he would have caught the rabbit.
This always came up in situations of ‘would have beens’ and ‘could have beens’. Had I not done x then y would not have happened. Tough. It happened. Get over it. You can’t change it anyway. I always—particularly as a kid—thought this was a funny saying. The dog has no choice but letting the rabbit go. We have no choice but letting past decisions go. Some of them were stupid, some of them were mistakes and occasionally we will have known that they were mistakes but made them anyway—let that rabbit go. It’s on the other end of the field by now anyway there is no point in fretting.
Da musst du durch als Lurch wenn du Frosch werden willst.
You have to stick it out as amphibian if you want to become a frog.
You have to stick it out as tadpole if you want to become a frog.
Situations that are uncomfortable but necessary:
Niece in her terrible two gets an almighty temper tantrum during holiday on the seaside because her feet got wet. Rewind ten minutes: wet feet were totally fun when splashing around the Baltic, but walking back to our accommodation was boring, so wet feet suddenly became cause for Glasgow Pain Scale 10 suffering. The response to this would be that she had to see this through as tadpole if she would like to be a frog. Mind you the response is sometimes: But I don’t want to be a frog!
For me this proverb was about resilience and becoming: it is not about becoming a frog, after all not everyone wants to be a frog, but about becoming who you want to be. It was about learning that discomfort is part of life and that without it goals won’t be reached. There would be no jam without the berries, no fun cycling to places, no learning to take responsibility for your actions, no degree without school. We are in a process of becoming all our life, and pain or discomfort are inevitably part of this process. It’s more fun though with quirky proverbs that make you laugh about yourself once in a while.
Mach die Augen auf und lass den Geist ein bissl leuchten.
Open your eyes and let your mind shine a wee bit.
Open your eyes and let your mind light the way.
‘Where is the Philips screw driver, granddad?’ Shouting as I am helping him with some sort of maintenance. This proverb would be the response. Being stuck with something, not understanding things right away, etc—just open your eyes. Aye right. Because that’s so easy. I remember that it annoyed me more often than not—this response. But I also remember that when I just stopped, and took a breath, and stopped panicking, I figured it* out in the end. So the first part of the proverb is about staying on task. Being in the moment. Paying attention. In that way this saying was all about halting, thinking, looking, figuring things out, and inevitably, and maybe even more importantly, the trust that if you try you actually will figure ‘it’ out. It communicated the unfaltering implicit belief in my ability to figure ‘it’ out.
In some strange way this proverb is a mix of ‘stop fretting’, ‘focus’, and ‘I believe in you’.
*Whatever, the ‘it’ of the moment was: learning to fix my bicycle, finding the darn screwdriver, using a saw, understanding how something fit together …