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If you look at the profile attached to this journal you will see that it is currently being used in support of my work on a module for a degree in Blended & Online Education at Napier University, Edinburgh. If you come across it accidentally, you are welcome to offer comment, so long as it is appropriate and respects the educational purpose of the posting.
When is a death not a death? And what is Invisible Theatre? Let’s start with the second bit first.
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Blog the Sixth: Hip to be Square….
There was a deal about the Elluminate session that seemed satisfactory, although I’ll know more after I get some feedback. I felt able to explain the rationale behind the UHI work as well as hopefully giving something of the practical work day-to-day – at least how it is planned to go.
( Read more... )Blog the Fifth: Just look at MIT….
If you look at the profile attached to this journal you will see that it is currently being used in support of my work on a module for a degree in Blended & Online Education at Napier University, Edinburgh. If you come across it accidentally, you are welcome to offer comment, so long as it is appropriate and respects the educational purpose of the posting.
The Guardian has an article at the moment about some of the benefits and pitfalls behind universities making their teaching materials freely available online.[1] My work for UHI is giving me a front row seat, if not for the large scale activities of MIT, on the arguments for and against some of the issues involved in such a venture.
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[2] As an example of this, North Highland College (NHC) had been trying for several years to develop drama provision in close consultation with HITN, the Highlands & Islands Theatre Network, an employers’ organisation covering the whole region. It had become clear that in order to create something viable in the first instance and then sustainable, it had to be a networked programme, offered across more locations than those maintained by NHC, although these stretch from Alness, just north of Inverness, to Wick. Accordingly, an economic and academic case was made for development funding from the EU and NHC employed me to develop and then run the programme as part of UHI’s provision. We are beginning with three academic partners and expect to acquire more.
Blog the Fourth: The Dancing Tutor
There was a time before e-learning.
[1] Attwood, Rebecca. “Why offline? It’s very personal: Desire to protect status and student contact fuels resistance to e-learning.” The Higher: Times Higher Education 22-28 October 2009 No.1,919 p.13.
If you look at the profile attached to this journal you will see that it is currently being used in support of my work on a module for a degree in Blended & Online Education at Napier University, Edinburgh. If you come across it accidentally, you are welcome to offer comment, so long as it is appropriate and respects the educational purpose of the posting.
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[1] One of the most useful things was discovering that it was possible to set scripts to half-speed, thereby slowing the default walk to something more beginner-friendly.
If you look at the profile attached to this journal you will see that it is currently being used in support of my work on a module for a degree in Blended & Online Education at Napier University, Edinburgh. If you come across it accidentally, you are welcome to offer comment, so long as it is appropriate and respects the educational purpose of the posting.
Opening a channel…
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[2] “Facebook ‘Cuts student drop-outs’.” http://news.bbc.co.uk/1/hi/education/829
[3] Andrews, Ben & Thoms, Vickie (2008) Using ‘You Tube’: Academic and Personal Writing with Dance Students 3rd European First Year Experience (EFYE) Conference, University of Wolverhampton. PDFs of the original CMAP presentation EYFE1 EFYE2 EFYE3 Available at http://www.wlv.ac.uk/Default.aspx?page=1
[4] There are two assumptions being made there – that there is something already made that the viewer will not get access to unless they, and others, pay up in comments, and that the maker knows that there are Z number of people viewing their work, but only a small percentage of Z are bothering to comment. The first may or may not be true, some makers won’t start on a ‘next chapter’ until prompted; the second may be evidenced by hit counter software, i.e. you can see that 150 separate IP addresses looked at the fic and you have 5 comments.
If you look at the profile attached to this journal you will see that it is currently being used in support of my work on a module for a degree in Blended & Online Education at Napier University, Edinburgh. If you come across it accidentally, you are welcome to offer comment, so long as it is appropriate and respects the educational purpose of the posting.
Blog: This blog is beginning late for a number of reasons, many of which have to do with me as a distance-learning student and, incidentally, as a distance-learning colleague.
I identify as...
Female
14 (100.0%)
Male 0 (0.0%)
I don't wish to answer this question 0 (0.0%)
I will comment further 0 (0.0%)
My age is...
Less than 20 2 (13.3%)
21-30 6 (40.0%)
31-40 1 (6.7%)
41-50 4 (26.7%)
51-60 1 (6.7%)
60+ 1 (6.7%)
I don't wish to answer this question 0 (0.0%)
I am...
A fan, not employed in education, who writes/publishes on aspects of fandom 3 (20.0%)
A fan and an academic working in another area ie. not publishing on fandom 5 (33.3%)
An academic who studies/writes on fandom/fannish activities and who chooses 'not' to make 4 (26.7%)
An academic who 'makes' and studies/writes about that 'making' [excluding meta] 2 (13.3%)
An academic who 'makes' meta and studies/writes about that discourse 1 (6.7%)
Other, I'll explain in the comments 1 (6.7%)
I am...
An aca-fan 8 (61.5%)
I am not an aca-fan 2 (15.4%)
I think it is a useful term...further comments welcomed 1 (7.7%)
I dislike that term because...further comments welcomed 3 (23.1%)
I have been involved in the academy, researching/publishing on fandom and/or some related area eg. media/cultural studies for...
Less than 5 years 9 (64.3%)
6-10 years 4 (28.6%)
11-15 years 0 (0.0%)
15-20 years 1 (7.1%)
20+ years 0 (0.0%)
Do you seek to separate your academic and fannish identities?
I have no 'fannish identity', conducting my research from a distance 0 (0.0%)
Yes, I separate these identities 8 (57.1%)
Yes, at the moment...further comment welcomed 4 (28.6%)
No, my flist know my professional name and my colleagues know my fannish name 0 (0.0%)
No, I use the same identity in both arenas 2 (14.3%)
Around the kettle/water cooler - please tick as many as apply
Most of my colleagues do not know I write in this area 4 (30.8%)
My colleagues know that I write about fandom but do not know that I'm a fannish maker 3 (23.1%)
Some/all of my colleagues are familiar with my fannish making 4 (30.8%)
My fannish activities as a whole form the basis of my teaching in this area 2 (15.4%)
My fannish making forms the basis of my teaching in this area 0 (0.0%)
This is my primary area of research 6 (46.2%)
I have a supportive research network within my institution 4 (30.8%)
I am able/encouraged to write for publication in this area 6 (46.2%)
I am able/encouraged to apply for funding for research activities in this area 2 (15.4%)
I receive specific funding for my work in this area 0 (0.0%)
I envisage remaining in this research area in the future - doesn't preclude other research interests 5 (38.5%)
I will comment elsewhere 1 (7.7%)
Planning/Execution/Outcomes of Research - please tick as many as apply
Areas of research interest emerge out of my fannish activities and I then pursue them 11 (78.6%)
I set up research projects in the form of practice to test a particular theory or fill in a gap in existing knowledge 2 (14.3%)
I have sought out research techniques and critical approaches that enable me to feel I am fully involved in the practice AND also maintaining a critical distance - brief comments welcomed 2 (14.3%)
I submerge myself within the practice as it is happening and reflect on what happened at the conclusion of the process - brief comments welcomed 5 (35.7%)
I gain the same type of pleasure from fannish making, eg. writing fic, regardless of whether there's a research outcome at the end of it or not 8 (57.1%)
I find that the existence of/necessity for a separate fannish identity assists in providing a critical distance - where required 3 (21.4%)
I am confident that I deal fairly/ethically with those I interact with in fandom and shape my research practices accordingly...brief comments welcomed 9 (64.3%)
I sometimes find myself torn between my fannish and professional practices, for example, in terms of the registers in which I choose to write about fandom and my own practice 4 (28.6%)
I have quoted my own fannish 'making' as evidence within a study 1 (7.1%)
My fannish making/research has provided additional insight into other areas of research - comments welcomed 5 (35.7%)
Ticky boxes
Tickle, tickle 6 (66.7%)
Dicky ticker 4 (44.4%)
You get lots of ticks and a gold star 3 (33.3%)
narahttbbsrecently commented on the value, or lack of it, placed on fanfiction as writing. She felt (I paraphrase what is a most interesting discussion) that her fanfic was unfairly devalued, thought to be less well-crafted or serious in its intent because it was not put before the paying public and nor did she wish to write for money. http://narahttbbs.livejournal.com/150889.h