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The Limited Fork show featuring POAMs: Products of Acts of Making in fulfillment of principles of Limited Fork Poetics: the study of interacting language systems, where the visual, sonic, tactile, and olfactory meet to form and reform (compelling) structures. Where focus on an intensely stabilizing area can still produce (forms of) sonnets that will maintain a particular form for only a limited period of time after which other structure(s) emerge, some of the emergence occurring across physical, sensory, and other dimensions.
This podcast is the place where POAMS, products of acts of making, will evolve, for the idea (as well as the poams that come out of the idea) is dynamic, seeking ways to fulfill the need for expression that coincides with unfolding understandings of existence. At the end of one of the branching roots of LFP and at the tip of one of the branches is belief in the pleasure of making things, a pleasure increased by acts of making that understand and try to take advantage of the range of what is possible and available.
BY FOCUSING ON INTERACTIONS, THE WHOLENESS OF THE ORGANISM IS EMPHASIZED.
The LFP experiment will showcase successes and failures, for the dead ends, the branches that do not bear sweet fruit, edible fruit, or any fruit at all, nevertheless contribute meaningfully to the recognizable structure of the tree. Perhaps the beauty of the tree depends on the presence of some dead ends.
Every week, there will be a visual or sonic episode (a branch) that reflects the current status of the ongoing study of interacting language systems. The LFP show will always present what is within its changing limits. Not (just) poems, but POAMS.
To hear more music of Limited Fork, visit the Limited Fork Music podcast. For more Limited Fork movies, visit the Limited Fork Video Anthology to download the video work of student and other practitioners of what Limited Fork Poetics enables and encourages.
Limited Fork
This channel provides information about SCC's fire science technology program.
Fire Science Technology Program - Spokane Community College
Changing Face of Letterpress:
Professor Phil Baines and Dr Catherine Dixon are freelance designers, writers and both teach typography on the BA (Hons) Graphic Design at Central Saint Martins College of Art and Design.
Phil Baines & Catherine Dixon
Each year, the TED (Technology, Entertainment, Design) conference hosts some of the world's most fascinating people: Trusted voices and convention-breaking mavericks, icons and geniuses. These podcasts (also available in audio format) capture the most extraordinary presentations delivered from the TED stage.
TEDTalks (video)
TED
Hören Sie hier die Neusten Podcast-Übungen unserer Studenten an!
SAE Munich Podcast
2007年4月24日～5月6日に井の頭動物園にて開催される「Being - いきていること展」。otonoha(子ども達が制作した動物の音声ガイド)、HeartBeat(動物たちの鼓動の音)、animalEye(動物の視点の映像)の3種類のコンテンツを楽しむことができます。これらのコンテンツをiPodに入れて、いきてること展に参加しましょう。
http://being.inokashira-zoo.jp/
Being - いきていること展
These podcasts contain examples of work from students on the graphic design BA course at Central Saint Martins. They show what it is like to be a student here at the University of the Arts in London. You can see samples of work made by students as they explore the wide subject of graphic design. We collaborate with the design community here in London and there is a record here of a project we did with the Design Museum.
CSM First Year Graphic Design Podcast
discuss, debate, pontificate
Higher Education
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Summa cum laude
The latest edition of Arts & Humanities in Higher Education is a special edition containing a number of papers by keynote speakers at the 2008 Galway Symposium. These papers were developed from their presentations. It's great to see that we can share our discussions and debates with a wider audience and in such a fascinating journal. Kelly CoateForum Critical Thinking: Symposium on the Future of Universities: IntroductionArts and Humanities in Higher Education 2010 9: 9-12. [PDF] [References] [Request Permission] Mary EvansThe Universities and the Challenge of RealismArts and Humanities in Higher Education 2010 9: 13-21. [Abstract] [PDF] [References] [Request Permission] Michael ShattockManaging Mass Higher Education in a Period of AusterityArts and Humanities in Higher Education 2010 9: 22-30. [Abstract] [PDF] [References]
Publication
If you would like to discuss aspects of creativity in education then feel free to sign-up for our new ning-based social network and start posting!
discuss, debate, pontificate
We are pleased to announce the call for papers for the 8th Galway Symposium on Higher Education which will be held on the 10th and 11th June, 2010. This year’s theme is “Creativity in Higher Education” and our conception is broad, encompassing creative approaches to teaching, curricular design and the nurturing of students’ creativity. Our notion of creativity is not one which is just concerned with what are traditionally known as the ‘creative arts,’ but rather creativity in its many forms across the sciences, engineering, arts, humanities, medicine, social sciences and commerce. We have an exciting line-up of keynote speakers and workshop facilitators from the US, UK and Ireland and will be in a position to confirm the final listing in the coming weeks. In the meantime we would like to invite submissions of papers, posters or other forms of presentation. In addition, suggestions of workshops or other facilitated sessions are also welcome. Given the theme of the event, we are also open to innovative approaches to presentations, provided of course, such address relevant topics and are appropriate to the participants (academic and support staff in higher education). Topics for submissions may include: · novel approaches to curricular design · constraints and opportunities in developing new curricula and structures · innovative approaches to teaching and the fostering of active learning · the role of creativity in teaching, learning and research · nurturing creativity in students
Galway Symposium - First call for papers
The Registrar at Warwick University has a piece in the Times Higher arguing for the universities to stand up for themselves in the face of HEFCE and government attempts to micromanage as well as the recently announced cutbacks. One commenter raises the point that after years of compliance with the RAE and the QAA it seems a bit late in the day to start opposing the natural continuation of this ethos. However, there is a sense certainly in the author's tone, combined with other recent statements that things have of late gone too far. Even those who have been championing the whole compliance culture, restructuring, the imposition of 'new managerialism', etc, are beginning to balk at what's happening. One problem is that its not clear how much public sympathy there is for a sector which has not just supported the imposition of fees but pushed and pushed for them to be increased whilst at the same time producing more and more graduates with firsts and upper seconds, something on which Jon Baldwin comments in his article (albeit from the perspective of student expectations rather than institutional practice). If the sector is to start shaping its own future it needs to be prepared for the backlash from politicians and the press as well as developing a coherent plan that is based on principles that are convincing and just. But its certainly good to see debate taking place.
stirrings
You know how everyone says that you shouldn't post anything online that you would not want to see published in a national newspaper? Well, I do try to keep that handy advice in mind, but it works both ways. There are times when you might want to post something online in order to get it into the papers.Last week, a short article appeared in the Times Higher which was the result of a conversation on Twitter. The conversation occurred during a paper session at the Society for Research on Higher Education's annual conference in December. Professor Leathwood was presenting a paper in which she showed examples of photographs used by the Times Higher to illustrate their stories. She effectively argued that photographs of young, pretty, female students are more noticeable than pictures of academic women looking authoritative and, well, academic.A very lively discussion ensued in which the audience members largely agreed that the Times Higher might pay more attention to how they portray women (especially after they published that awful piece on 'Lust' by Terence Kealey). During this discussion I sent a 'tweet' to the Times Higher, knowing that they are keen Twitter users and would be interested to hear that we were discussing them. They engaged in a brief conversation with me and as this all occurred during the paper session I was able to feed back to the audience their comments.Much laughter was generated by the following tweet from @timeshighered:@kellycoate: can you tell us what you think a serious authoritative academic woman looks like? The editor is happy to give you commentsIt was fun engaging with the paper this way (and fortunate that they were game) but it also helped attune many conference attendees to the potential uses of Twitter. Two of the audience members in the session were keynote speakers at the conference, and they were sufficiently impressed to mention the tweeting as a highlight of the conference during a final panel session. I had been hoping that the resulting article would at least mention the Twitter conversation, but maybe the Times Higher is saving that for their big feature story on the uses of Twitter in academic conferences. I must just go tweet @timeshighered my ideas for that story . . .
Twitter and the Higher
A debate is raging in the newspapers, blogs and the twittersphere over in the UK about Peter Mandelson's sneaky tactic of announcing surprise extra budget cuts to English universities in a letter sent just before Christmas. The cuts are added on top of already signaled reduction in funds for research and fines for universities who over-enrolled on their programmes. Also mentioned in the letter, however, are a number of points which have even greater significance than the reduced funding levels. The suggestion that degrees could be accelerated from the already short 3 years of a typical English degree to only 2, using summer periods for example, has raised its head again. In addition, institutions have been told to respond to the cuts by reallocating resources towards subjects which have direct relevance to economic needs. Of course much of this flies in the face of Bologna and is bound, if carried out, to reduce the international standing of English HE, providing opportunities to other countries (Scotland, Ireland?) perhaps to attract foreign students. However, the picture is likely to be a mixed one, with elite and older institutions no doubt retaining their structures but many of the less well-endowed newer institutions turning towards such training-oriented programmes. Of course the question then is what is a degree and why should quite different sets of experiences have the same designation? In Mandelson's world, some commenters argue, there will be a separation in opportunity and provision based on socio-economic class in that those from less advantaged backgrounds will be steered towards the cheaper local institutions to take 'degrees' that are essentially employment skills training, despite the fact that unemployment is likely to remain high, and paying for the privilege through fees. For others, the issue of whether the name 'university' is appropriate in such circumstances and whether a return to 'polytechnic' is on the cards.Fascinating discussions, unfortunately however not being discussed in the abstract but in the cold reality of cutbacks. Those university leaders who championed stronger links between universities and the government department which deals with business have now got their Christmas present, unfortunately for them its worth considerably less than they had hoped.Linkshttp://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=409707&c=2http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=409705&c=2http://www.guardian.co.uk/politics/2009/dec/23/academics-vice-chancellors-universities-mandelsonhttp://www.guardian.co.uk/education/2009/dec/22/fast-track-degrees
Future of higher education in England
Just as the midwinter sun broke through the icy sky and shone deep within Newgrange (no, I'm not a 'new-ager' just an ex-astronomer!) confirmations started to trickle in for conference keynotes and facilitators. It's beginning to look quite interesting with a number of well-known names in the field of creativity research and some interesting practical sessions being lined up, since, as you know, we also like to explore the reality of practice in higher education as well as the more profound philosophical issues!
taking shape
One of the problems with any conference, is trying to manage the numbers of submissions for presentations which tend to pour in. It's always difficult to find enough space in the programme to allow many voices to be heard without spawning multiple parallel threads. One way of at least partially overcoming this, and of injecting a little more fun and 'performance' into the proceedings is to use one of the popular short format presentation styles such as 'Pecha Kucha' or 'ignite' (or I guess the longer 18 minute TED style). What's weird about many of these is the way that they have been trademarked by publishers and other organisations - nothing it would seem these days is immune from commodification and IPR! This is despite the fact that similar activities have long been used in various research and business communities. Anyway, that notwithstanding, we'll probably adopt a pecha-kucha or 5-minute marathon style for some parts of our Symposium to spark a bit of imagination amongst presenters about how to get their message across convincingly and in a more entertaining style than is typical of many traditional academic conferences.
ペチャクチャ Chit-Chat
Well, time is marching on and we're beginning to make progress in the organisation of the next Galway Symposium on Higher Education, scheduled for June 10th and 11th. The official design, poster and call for submissions aren't quite ready yet, but should be released in January. In the meantime this blog will gradually change its focus towards the key themes and topics that we will be addressing at the event: creativity, imagination, innovation and new approaches to curriculum and learning.Registration and abstract submission for those who are keen are available here using the eventbrite online booking system.
The Galway Symposium 2010
Following on from the last post, a very nice picture of Dr Aisling McCluskey receiving her National Teaching Excellence Award from President Mary McAleese is now featured on the NUIG website.
And now for the photo . . .
It's been a busy time for NAIRTL, the National Academy for the Integration of Research, Teaching and Learning. Last week, the NAIRTL annual conference was held at Trinity College Dublin. Quite a few of us traveled from NUIG to be there, including Professor Nicholas Canny who can be seen here participating in an excellent panel discussion amongst the major research funding agencies in Ireland. It was very encouraging to see the research funding agencies so well represented at a conference mainly devoted to teaching, and they all provided valuable insights into the ways in which each organisation views and promotes the integration of research and teaching activities.On Weds 18 Nov, the NAIRTL National Teaching Excellence Awards will be presented to the winners by President Mary McAleese at a special event in Dublin Castle. We would like to congratulate all of the award winners, but especially our own Dr Aisling McCluskey from NUIG's School of Mathematics, Statistics and Applied Mathematics. Well done and please bring us back some photos to put up on our blog after the event!
Recent NAIRTL Events
CELT hosted an informative seminar this week on Open Access publishing, facilitated by the research support staff from the library. The seminar focused on the development of ARAN, NUI Galway's open access repository. More universities are developing these types of repositories in order to facilitate access to the publications of academic staff, and it seems as though many publishers and funding bodies are in favour of them.The main reason that they are seen as a good idea by everyone (and not just those in favour of open access on principle) is that they increase citation counts. Citations are of course fast becoming the key performance indicator for academic researchers. Some of you who work in fields where publishing manuscripts or books used to be the more traditional route through an academic career may well be wondering whether it is time to stop writing books and start publishing journal articles. This is the topic of a discussion happening now on the THE website and it is worth a look if you are interested in this question.
Publishing and Open Access
I've been watching a debate hot up on the THE website in response to an article about academic workloads. The research for the article suggests that academics' working hours (in the UK, where the study was done) have remained fairly stable over the past few decades, averaging about 55 hours per week. What has changed is the proportion of administrative duties that academics undertake (up now to just over 30% of their workload).These findings are interesting and are certainly generating much discussion on the website. What is somewhat depressing is to see the old chestnut of the administrative/academic divide generating some sarcastic comments again. There is obviously distrust on both sides with some academics suggesting that an unnecessary layer of middle management is causing the burden, while others are taking pot shots at academics as whinging skivers. You would think there would be some way to help bridge this perception gap.
Academic Workloads
Iain Macwhirter, Rector of Edinburgh University, highlights the need to keep firm on free higher education.NUI Galway is this year's Irish University of the Year.
from the papers
Ok, it has been quite some time since we posted here. This is in part a reflection of the frenzied activity that takes place in universities in late August/early September, wrapping up the newly ended academic year, supervising and marking projects, rushing to complete research commitments, upgrading facilities, hosting summer-schools and conferences and then the final burst to get ready for a new cohort of thousands of new students in September. Date-wise of course it coincides with politicians' holidays and so it permits the continued persistence of the long-summer-vacation myth of the ivory tower. Not all of us have the contractual conditions of parliamentarians or some others, but despite the pressures we do the work, and often in blatant disregard for the European working directive (particularly when the new semester kicks in).For some though, this particular new academic year marks a devastating period in their professional lives as with contracts due for renewal, the public sector moratorium tramples on their hopes, disregards their experience, their productivity and their talent and brutally casts them aside to join the ranks of the unemployed and the world of mortgage arrears. Its scattergun approach across the whole sector shows a complete lack of foresight, strategy and logic. The 'smart economy' is unlikely to be built on dumb decisions.This may sound like a somewhat bitter posting, but its high time someone acknowledged the work of contract staff and their situation puts in perspective some of the fretting of those of in permanent posts about relatively minor issues (as frequently voiced at academic meetings and elsewhere), with the scale and impact of the recruitment freeze perhaps not yet fully appreciated.If only it was in our power to do something about the situation. Of course there is talk that the moratorium may be challenged given that it is counter to the 1997 Universities' Act in denying autonomy to the institutions, but whether such will have any real traction remains to be seen.
Clear your desk and head for the airport.
As the recruitment moratorium begins to bite in Irish Higher Education, with no new contracts allowed and potential staffing shortfalls in academic and support posts looming; the news from across the water in the UK (particularly England in the devolved structures) is also gloomy. The recent edition of the Times Higher warns of impending bankruptcy of some institutions as well as detailing the crassness of someone's approach to dealing with staff dismissals at Imperial College.
In the bleak midwinter..oh no hang on it's summer...
As we build up towards next June's Symposium we'll be running a number of occasional posts on the theme of 'creativity'. To kick the series off, where better to start than with one of the most prevalent myths, that of the "mad genius"? In a paper published in May's edition of Psychology of Aesthetics, Creativity and the Arts, Judith Schlesinger (psychologist and Jazz afficionado - there seems to be a distinct subgroup of such people) exposes the weaknesses of this idea by tracing back recurring references to their original source. It's a well written and biting piece and shows the real dangers of using secondary references/sources with some extremely dodgy original material becoming cited widely with little question. Perhaps because it fits our stereotype of creativity and genius (as Keith Sawyer emphasises in his book "Explaining Creativity") the citation has just been copied into a wide range of subsequent publications with no critical review. It is certainly worth reading Schlesinger's article just to get a feel for how extraordinarily bad the original 'evidence' actually is: trying to diagnose mental health based on newspaper obituaries; noting in diary entries that a great composer sometimes seems a bit low and yet other times happy; having conversations with writers at a country retreat and discovering that someone in their family had a mental health issue! Oh and lovely statistics such as an effect being demonstrated by 12.5% of the sample and in case that number rings an alarm bell, yes it really did correspond to a single person out of a group of only eight that were interviewed.This is the kind of work that would be a field day for Ben Goldacre in his crusade against 'bad science'.This design contains artwork that is © 2006-2008 FunDraw.Com.
Mad Genius or Bad Science
The Times Higher this week has a brief item about the situation in the Irish HE sector. One of those rare forays across the water but great to see the issues being brought to a wider audience.
Irish HE funding crisis - reported in THE
The BBC and Guardian are reporting on Alan Milburn's new report on class division and access to the "higher" professions in England and Wales. The fact that the social division in Britain is now greater than when Labour first came to power raises the question as to whether we can really expect them to tackle the issue effectively now. There is much talk of universities being required to commit more effort to widening access, etc. When reports like this come out, I'm always tempted to think back on my own experience (I know, anecdotal!) and wonder to what extent such proposals would actually have had any influence on my wider peer group. I came from what today would be called a "socio-economically disadvantaged" group in the Glasgow area with noone else in my family having had experience of higher education. Certainly, one of the key factors that even made contemplation of university a possibility was the grants system, but some of the biggest obstacles I faced in terms of attainment and success were encountered at secondary school level where teachers had low expectations for people from my background but encouraged those from wealthier areas. We had a comprehensive state system with pupils from mixed backgrounds, which I also believe was important since I was at least exposed to people for whom higher education was a presumed entitlement, even if teachers didnt presume it was a legitimate aspiration for some of us. Many teachers tried to steer me and others into seeing working in the local rocket factory (honest!) as being a worthy ultimate goal. Concentrate on science and you'll get an apprenticeship molding solid fuel tubes for missiles! When I did my exams and scored highly I remember my registration teacher being bemused and somewhat flustered about someone in that group looking for university application forms. Careers offices, teachers and the Rector (headmaster) all worked hard to limit our ambitions as best they could and sadly I let them all down by studying hard and moving to Edinburgh where despite it being overwhelming middle (and upper!) class, not a single lecturer ever made any comment about class or background - so long as you enthused as much as they did about quantum mechanics, general relativity and star formation you were in!
so that's why I'm not a Judge or Major General
At the weekend it was reported that the latest graduate employment statistics for England make some grim reading, despite the fact that the figures pertain to the period just before the current economic slump. Only 61% of graduates were in employment six months after graduation according to figures from the Higher Education Statistics Agency. Meanwhile, other papers also predict that up to 40,000 of this summer's graduates will be jobless. The graduate salary advantage that has been used so often in the past to justify fees is beginning to look somewhat tarnished.
graduate (un)employment
Once again the Galway Arts Festival is underway and there's a pleasant summer's breeze with dappled sunshine across the city - all in stark contrast to the hovering clouds of the Bord Snip Nua report that many are still digesting. For those on contracts up for renewal the "Employment Control Framework" is also adding to the uncertainty - peer-reviewed high-impact journal papers, patents and research grants one month, dole the next - not exactly the knowledge economy we were all promised. But then things could be worse...Or will the soothing rays on the beaches of Europe (or the gentle rain of Donegal?) ease away the pain and inspire more creative responses that dare to imagine an Ireland in recovery, a country with the fleetness of foot, social cohesion and sense of common purpose that all small nations have the potential to possess? Let's see what mood our political leadership is in when it returns from its long holidays while the rest of us keep things ticking over in their absence.
summer breeze
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Summa cum laude
1/22/2010
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