WHORL

Art magazine featuring the creative work of students, faculty and staff of the Boston University Medical Campus and Boston University Medical Cente

Working and Negotiating with Publishers: The Devil\u27s in the Details

Several people have expressed interest in meeting to talk about what’s involved in dealing with publishers, what kind of questions should one ask, and what aspects of a contract are especially important to pay attention to. Join Julie Hendon, Scholarly Communications Librarians Janelle Wertzberger and Chris Barnes, and special guests Dan DeNicola (Philosophy) and Radi Rangelova (Spanish/LACLS) for an informal discussion of these issues based on your concerns or questions. We also welcome questions related to journal publishing or being a contributor to an edited volume. We’re not lawyers or literary agents but we have experience with publishers, especially those involved in academic or scholarly publishing. Sponsored by the Johnson Center for Creative Teaching and Learning

WHORL

Art magazine featuring the creative work of students, faculty and staff of the Boston University Medical Campus and Boston University Medical Cente

CIIC - Supporting the business of creative enterprise - The first chapter 2009-2012.pdf

Accounting for the first three years of Creative Industries Innovation Centre, this report gives an overview of Creative Industries Innovation Centre services including Business Reviews, Biztro, Business Model Generation, Generate, Design Integration, and the Interactive Skills Integration Scheme. The report demonstrates how Creative Industries Innovation Centre addresses industry needs and presents case studies from businesses who engaged with Creative Industries Innovation Centre services. The report gives an overview of this industry in Australia and considers the impact of ISIS

Australian Creative Industries SMEs - Pathways to Success.pdf

Presenting a review of research on creative industry firms, this paper highlights the role that the Creative Industries Innovation Centre can have in collecting valuable data and insights on the challenges and opportunities of Australian creative industries firms. Australian research information is drawn upon where possible, but it is noted that existing research mostly comes from the UK. The report considers a possible model for the growth of creative firms, yet acknowledges that this is problematic considering the extraordinary diversity of this sector

Collective Reality

‘Collective Reality’ comes alive when you come together As aware of us as we are of it, this digital environment invites us to move and perform as a group to create unique visuals and sounds. Using a convergence of generative technologies, it looks ten years ahead, beyond the current VR headset craze, to real-time collective reality. It uses motion tracking, surround sound, projection mapping and performative inserts technologies to create a living, breathing virtual presence environment that can be experienced by groups in real-time. The installation will be made up of two zones: ‘the experimental zone’ where the audience move through the space and ‘the performative zone’ a round stage where freestyle footballers and dancers will perform and interact with the space every 30 minutes. Come and experience togetherness

Creative Little Scientists: enabling creativity through science and mathematics in preschool and first years of primary education: exemplary teacher training materials (D5.3)

This report focuses on the Exemplary Teacher Training Materials. The aim of these materials is to illustrate the teacher education Curriculum Design Principles and related Teacher Outcomes, which were developed during Work Package 5 as part of D5.2 Guidelines and Curricula for Teacher Training and can also be found in this report. They are designed for teacher educators to use in Initial Teacher Education (ITE) and teacher Continuing Professional Development (CPD). They aim to extend professional understanding and enhance professional development in order to foster creativity in science and mathematics education in the early years. This report explains the methodology used to develop the materials, the nature and structure of the materials and includes suggestions for their use in all phases of teacher education. Methodology used to develop the exemplary teacher training materials In the Creative Little Scientists project, the comparative research and the in-depth fieldwork in particular identified significant issues that need to be tackled in teacher education in order to foster creativity in science and mathematics education in the early years. Based on these issues the teacher education Content Design Principles, created during the curriculum design research, were refined, and a set of Teacher Outcomes developed. To produce the Exemplary Teacher Training Materials, classroom examples of creative learning and teaching were selected using these Content Design Principles and related Teacher Outcomes. All partners re-visited their data from the in-depth fieldwork (Work Package 4) to select pertinent images, interviews or classroom extracts that evidenced one or more of the Teacher Outcomes. To support and record the selection process a grid was provided where partners could record links between the fieldwork data selected, Teacher Outcomes and factors associated with creativity in learning and teaching in science and mathematics. Templates were then used to structure the classroom materials and provide consistent information about the contexts from which they were drawn. Teacher training materials: an overview and how to use them In total 169 templates are available containing exemplary materials from fieldwork for use in teacher education. These are structured in an Excel-file and can be found on the website http://www.creative-little-scientists.eu. In order to support the full use of this diverse range of resources for teacher training, suggestions are provided in this report of selection and use of these exemplary materials in relation to particular themes and associated Content Design Principles as follows: o Suggestion 1: Use of questions and ideas of children by teachers (Principles 10 and 11) o Suggestion 2: Resources and learning environment as essential context factors for Creativity and Inquiry (Principles 10, 14, 17) o Suggestion 3: Focus on the nature of science – a link with creativity (Principle 3) o Suggestion 4: Focus on Inquiry Based Science Education – link with creativity (Principle 6) o Suggestion 5: Focus on Practical Investigations which foster creativity (Principles 2, 17) o Suggestion 6: Collaboration/group work in inquiry and creativity based approaches (Principle 15) o Suggestion 7: The role of play in inquiry and creativity based approaches (Principles 7, 8, 17) o Suggestion 8: The use of the various modes of expression and representation of science and mathematics learning to support inquiry and the development of creativity – link with assessment (Principles 7, 9) o Suggestion 9: The role of the teacher in Inquiry and Creativity approaches (Principles 1, 7, 11) o Suggestion 10: Cross curricular project work to foster inquiry and creativity (Principle 6) The suggestions above are carefully chosen since they encourage inquiry and creativity in science and mathematics education for early years, by focusing on the synergies between Inquiry-Based Science Education (IBSE) and Creative Approaches (CA): play and exploration; motivation and affect; dialogue and collaboration; problem solving and agency; questioning and curiosity; reflection and reasoning; teacher scaffolding and involvement; and assessment for learning. As noted in the Conceptual Framework (D2.2) and experienced during the in-depth fieldwork, developing contexts for inquiry and exploration which foster creative learning, and achieving a balance between teacher intervention and children collaboration, as well as teacher standing back and learner agency, represent considerable professional challenges. The provided exemplary teacher training materials and associated suggestions for their use help address these challenges