Walter Benjamin: between academic fashion and the avant-garde

In the present context of the triumph of capitalism over real socialism, this article points out that, despite their ideological differences, both systems are bound to the same conception of history-as-progress. In contrast, it recalls Walter Benjamin's philosophy of history, marked by the critique of progress in the name of a revolutionary time, which interrupts history's chronological continuum. Benjamin's perspective is used to study the conflict of temporalities among the Soviet artists in the two decades after the October Revolution: on the one hand, the anarchic, autonomous and critical time of interruption – which is the time of avant-gade –, on the other hand, the synchronization with the ideas of a progressive time as ordered by the Communist Patty; this is the time of vanguard, whose capitalist Counterpart is fashion.Nestes tempos de triunfo do capitalismo sobre o socialismo real, o presente artigo mostra que, apesar de suas diferences ideológicas, ambos os sistemas baseiamse numa concepcão da história como progresso. Contrastivamente, é lembrada a filosofia da história de Walter Benjamin, marcada pela crítica do progresso e a concepção de um tempo revolucionário, que interrompe o continuum histórico. A luz da teoria benjaminiana é estudado o conflito de concepções de tempo entre os artistas soviéticos das duas décadas posteriores à Revolução de Outubro de 1917: de um lado, o tempo da interrupção, anárquico, autônomo e crítico – que é o tempo da avat-garde –, do outro lado, a sincronização com una idéia de um tempo progressivo tal como foi decretado pelo Partido Comunista; este é o tempo das vanguardas, cuja contrapartida capitalista é a moda

The importance of task appropriateness in computer‐supported collaborative learning

Collaborative learning activities can be beneficial for exchanging ideas, sharing experiences, and developing shared understanding. It is our view that the task given to the student is central to the success or otherwise of the learning experience. In this paper, we discuss the need for the adaptation of traditional face‐to‐face tasks when these are incorporated in computer‐supported collaborative learning (CSCL) environments. We focus on critical issues in relation to the implementation of CSCL tasks including: the appropriateness of the medium for the task, the role of individuals, the volume of work involved, the time allocated for tasks or sub‐tasks, and, the assessment procedures

Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review

This paper outlines some of the findings from a QAA (Scotland) funded project exploring first year curriculum design (Bovill et al. 2008). Whilst many examples exist of curricula being designed in ways to engage first year students, there are fewer published examples of active student participation in curriculum design processes. In the current higher education context where student engagement in learning is emphasised (Carini et al, 2006), this paper asks more generally whether students should be actively participating in curriculum design. In order to answer this question, several elements of the project findings are explored: student views gathered in focus groups; staff views collected in workshops; and the case studies where students were actively involved in curriculum design. The data are examined for lessons that inform the debate about whether students should be participating in curriculum design, in first year and at other levels. Alongside these findings, relevant literature is critiqued in order to ascertain the desirability and feasibility of adopting curriculum design approaches that offer opportunities for active student participation

Quality Enhancement Themes: the First Year Experience. Curriculum Design for the First Year

This report outlines the work and outcomes of a practice-focused development project 'Curriculum design for the first year'. The project was one of nine funded by the Quality Assurance Agency for Higher Education (QAA) under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The stages of this curriculum design project included: completing a literature review; running staff workshops to gather and disseminate information; holding student focus groups to gather students, views and experiences of the curriculum; collecting case studies of interest to the sector; and reporting findings to the sector. Key findings from the literature are presented in this report. They include the need to adopt student-centred active learning strategies (Harvey, Drew and Smith, 2006; Oliver-Hoyo and Allen, 2005; Barefoot, 2002) and the importance of providing early formative feedback to students (Davidson and Young, 2005; Barefoot, 2002). Many suggestions for improving learning and teaching strategies have been adopted at module level, but could be implemented strategically across the breadth of a programme curriculum. Kift and Nelson (2005) supported this view and argued that it is equally important to support these principles with systemic university-wide change, including administrative and support programmes that are also integrated with the curriculum and student needs

"Desperately mortal": exclusion in Shakespeare\u27s legal plays

Shakespeare\u27s most explicitly \u27legal\u27 plays are The Merchant of Venice and Measure for Measure. Both examine the interaction between human desire on one hand and the law on the other. In both plays laws cuts through the social hierarchies, either neutralising or exaggerating them. Key characters find their exclusion nullified by the law, and then discover inclusion is far worse than exclusion.<br /

Reviews

Martin Oliver (ed.), Innovation in the Evaluation of Learning Technology, London: University of North London, 1998. ISBN: 1–85377–256–9. Softback, 242 pages, £15.00

Governance, representation and the ‘monstrous regiment’: is the collective feminine?

Alternatives to the individualistic emphasis of liberal theory focus attention on collective dimensions of social life with implications for legal and political analysis of the state, of representation, and of international law. In this context, relationships between the individual&ndash;collective dichotomy and the dichotomy of gender demand attention because of the claimed affiliations of individualism with social understandings of masculinity