Art, academe and the language of knowledge

In this chapter I pursue the effects for knowledge, pedagogy and learning of practice led research in art and design education. I examine how postgraduate students of art, design and museology at the Institute of Education, University of London, explore and critically engage with the implications of art as a situated research practice. In particular, I foreground the complexities and antinomies surrounding methodology when students negotiate the practice of making in a studio context that encourages them to analyse their subject identities as teachers/lecturers, students, artists, academics and researchers. The expectation of academe and the position which language (written, spoken and visual) occupies is central to the formation of these identities, negotiations and dialogues. I will demonstrate, through discussion of work produced by students, that the traditional division between engagements with art making as a ‘sensory experience’ and with reading, writing and research as ‘rational activities’, presents a false dichotomy that needs to be reappraised in the debates surrounding practice-led research and its potential for pedagogy

Walking the talk : an investigation of the pedagogical practices and discourses of an international broadcasting organisation : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education, Massey University, Manawatu, New Zealand

Increasingly our knowledge of the world around us comes from the media, mediated by professional broadcasters. As the education and training of broadcasters has progressively become associated with educational institutions there has been more theorising about what broadcasters should know and how they should be educated, however the actual educational and training practices of broadcasting organisations remains under researched and under theorised. This research looks at the educational and training practices of an international broadcasting organisation and how they are sustained by the organisational ethos through a series of interviews with people directly involved in the organisation‟s training practices and an examination of a selection of the organisation‟s promotional and policy documents. From this comes a picture of an organisation committed to excellence and also a vision of broadcasting as an emancipatory activity. This commitment and vision is reflected in its inhouse training practices and also its media development work. The interviews with trainers, project managers, administrators and researchers reveal broadcasters who are pragmatic idealists and reflective practitioners and whose passion and commitment to the transformative powers of education and training are undeniable

Exploring different 'perspectives' in secondary geography: Professional development options

Significant changes have occurred in the worlds of geography since 1973, and a substantial literature has emerged about these changes and their effects on the 'divide' between secondary and tertiary geographers. We suggest that while the divide has not had much effect on the content taught in secondary geography in New Zealand and Britain, exposure to a range of perspectives on this content is a neglected area of professional development. Post-Fordism and deep ecology are described as perspectives that are not widely used in delivering secondary geography content. We argue firstly that effective use of different perspectives needs to be based on professional, personal and social change, and secondly that the Internet is a powerful tool in the engineering of such change

Developing a Culture of Publication: a joint enterprise writing retreat

Purpose: Many students irrespective of level of study produce excellent course work which, if given support and encouragement could clearly be of a publishable standard. Academic staff are expected to produce quality publications meeting peer review standards although they may be relatively novice authors. All are engaged in some aspects of academic writing practices but not as frequently involved in co-production of publications emanating from student work. This activity is still at the margins of much of the student experience. Design/methodology: Mindful of these issues, we designed and offered a writing programme including a writing retreat. This brought together undergraduate and postgraduate students from a range of applied disciplines (health and art, design and architecture) and their supervisors with the aim of co-producing publications and participating in a community of scholarly practice. The project was delivered over nine months. It involved four days ‘compulsory’ attendance and included a preparatory workshop, a two day off campus writing retreat and a dissemination event. Student and supervisors applied to participate as a team. Kirkpatrick’s (2006) four-stage classic model: reaction, learning, changes in behaviour and real world results was used as a framework for the educational evaluation. Key findings organised thematically were: Supervisor-supervisee relationships; space and time; building confidence enabling successful writing and publication. Originality/Value: This paper will provide an overview of the design, content and approaches used for successful delivery of this innovative project. It will draw on examples that illustrate the different types of joint enterprise that emerged, illuminate experiences of co-production and co-authorship along with recommendations for future ventures

An organization overview of pedagogical practice in work-integrated education

Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 8, Issue 2, Summer 2019

Many of us look for ways to help students forge concrete connections between their academic studies and the real world. Universities encourage professors to develop community-based learning, allowing students to contribute to the community beyond their campus in a way that enhances their academic studies and enables them to create these connections. Scholars have theorized the many benefits of community-based learning, but professors have many questions about how to implement community-based learning in practice. What does a successful community-based learning assignment look like? What are the different ways to assess students’ learning experiences in community-based learning assignments? How can one build effective partnerships with community organizations? In these pages, you will find practical advice, theoretical framework, and firsthand accounts of community-engaged teaching across disciplines. Learn from professors who have designed assignments allowing students to complete community projects with refugees, prisoners, veterans, elementary school children, science museums, nursing homes, public libraries, and ESL populations. Students in an Anthropology course, for instance, conduct oral history interviews with refugees, and provide written transcriptions of the interviews that the refugees can then use as a learning tool in ESL classes. In a Science Methods class, students collaborate with an aquarium to produce meaningful exhibits that educate the public. First-year writing students work with veterans to create autobiographical films and write papers related to the project

Management of cancer-associated anemia with erythropoiesis-stimulating agents: ASCO/ASH clinical practice guideline update.

PURPOSE: To update the American Society of Clinical Oncology (ASCO)/American Society of Hematology (ASH) recommendations for use of erythropoiesis-stimulating agents (ESAs) in patients with cancer. METHODS: PubMed and the Cochrane Library were searched for randomized controlled trials (RCTs) and meta-analyses of RCTs in patients with cancer published from January 31, 2010, through May 14, 2018. For biosimilar ESAs, the literature search was expanded to include meta-analyses and RCTs in patients with cancer or chronic kidney disease and cohort studies in patients with cancer due to limited RCT evidence in the cancer setting. ASCO and ASH convened an Expert Panel to review the evidence and revise previous recommendations as needed. RESULTS: The primary literature review included 15 meta-analyses of RCTs and two RCTs. A growing body of evidence suggests that adding iron to treatment with an ESA may improve hematopoietic response and reduce the likelihood of RBC transfusion. The biosimilar literature review suggested that biosimilars of epoetin alfa have similar efficacy and safety to reference products, although evidence in cancer remains limited. RECOMMENDATIONS: ESAs (including biosimilars) may be offered to patients with chemotherapy-associated anemia whose cancer treatment is not curative in intent and whose hemoglobin has declined to \u3c 10 g/dL. RBC transfusion is also an option. With the exception of selected patients with myelodysplastic syndromes, ESAs should not be offered to most patients with nonchemotherapy-associated anemia. During ESA treatment, hemoglobin may be increased to the lowest concentration needed to avoid transfusions. Iron replacement may be used to improve hemoglobin response and reduce RBC transfusions for patients receiving ESA with or without iron deficiency. Additional information is available at www.asco.org/supportive-care-guidelines and www.hematology.org/guidelines

Hypermedia support for argumentation-based rationale: 15 years on from gIBIS and QOC

Having developed, used and evaluated some of the early IBIS-based approaches to design rationale (DR) such as gIBIS and QOC in the late 1980s/mid-1990s, we describe the subsequent evolution of the argumentation-based paradigm through software support, and perspectives drawn from modeling and meeting facilitation. Particular attention is given to the challenge of negotiating the overheads of capturing this form of rationale. Our approach has maintained a strong emphasis on keeping the representational scheme as simple as possible to enable real time meeting mediation and capture, attending explicitly to the skills required to use the approach well, particularly for the sort of participatory, multi-stakeholder requirements analysis demanded by many design problems. However, we can then specialize the notation and the way in which the tool is used in the service of specific methodologies, supported by a customizable hypermedia environment, and interoperable with other software tools. After presenting this approach, called Compendium, we present examples to illustrate the capabilities for support security argumentation in requirements engineering, template driven modeling for document generation, and IBIS-based indexing of and navigation around video records of meetings