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

The struggling infectious diseases fellow: Remediation challenges and opportunities

Remediation of struggling learners is a challenge faced by all educators. In recognition of this reality, and in light of contemporary challenges facing infectious diseases (ID) fellowship program directors, the Infectious Diseases Society of America Training Program Directors\u27 Committee focused the 2018 National Fellowship Program Directors\u27 Meeting at IDWeek on Remediation of the Struggling Fellow. Small group discussions addressed 7 core topics, including feedback and evaluations, performance management and remediation, knowledge deficits, fellow well-being, efficiency and time management, teaching skills, and career development. This manuscript synthesizes those discussions around a competency-based framework to provide program directors and other educators with a roadmap for addressing common contemporary remediation challenges

"We muddle our way through": shared and distributed expertise in digital engagement with research

The use and availability of digital media is changing researchers' roles and simultaneously providing a route for a more engaging relationship with stakeholders throughout the research process. Although the digital realm has a profound influence on people's day-to-day lives, some researchers have not yet professionally embraced digital technologies. This paper arises from one aspect of a project exploring how university research and professional practices are evolving as researchers engage with stakeholders via digital media to create, share and represent knowledge together. Using researchers from the Open University (U.K.) as a case study, this paper reviews the extent to which they are developing multiple identities and functions in their engaged research through digital media