The subject that won't go away But perhaps we are ahead of the game. Design as research

2002 ◽  
Vol 6 (2) ◽  
pp. 109-114 ◽  
Author(s):  
Bryan Lawson
Keyword(s):  
Game Design ◽  
Design Processes ◽  
Robert Venturi ◽  
The Subject ◽  
The Uk ◽  
The University ◽  
Denise Scott Brown

Design is central to the discipline of architecture. Despite this, the question as to whether design constitutes a form of research seems to raise more questions and strong feelings than any other aspect of the UK Government's research assessments of university architecture schools (arq 6/1, p5). No one is better fitted to set out the arguments than Bryan Lawson: an architect and psychologist, he has acted as an assessor for the last two exercises, has extensive knowledge of the university sector and has undertaken research on the design processes of such influential designers as Robert Venturi and Denise Scott Brown, Herman Hertzberger and Ken Yeang. (See also leader, p99, and letters, pp101–106 in this issue.)

A Case for Integration

Gamification ◽  
2015 ◽  
pp. 1865-1880
Author(s):  
Alex Moseley
Keyword(s):  
Game Design ◽  
Integrated Approach ◽  
Assessment Method ◽  
Assessment Practice ◽  
Full Study ◽  
Assessment Of Student Learning ◽  
The Uk ◽  
Intended Learning Outcomes ◽  
The University ◽  
Uk Higher Education

There is growing interest in assessment of student learning within education, not least because assessment practice within some sectors (the UK higher education sector for example) is stagnant: many courses designed independently to the assessment method and assessed through a small number of traditional methods. Games-based learning has shown little deviation from this pattern – games themselves often removed from assessment of the skills they are designed to teach, and in the worst cases from the intended learning outcomes: gamification being a particularly formulaic example. This chapter makes the case for an integrated approach to assessment within learning games and the wider curriculum, drawing on elements within game design that provide natural opportunity for such integration. To demonstrate and evaluate such an approach, integrated assessment case studies (including a full study from the University of Leicester) are presented and discussed.

scholarly journals Updating Qualifications for the Career Guidance Profession in Scotland: Navigating the Maze

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Graham Allan ◽  
Janet Moffett ◽  
Peter J. Robertson
Keyword(s):  
Quality Assurance ◽  
Career Guidance ◽  
Initial Training ◽  
The West ◽  
Quality Assurance Agency ◽  
Work In Progress ◽  
The Subject ◽  
The Uk ◽  
The University

This paper describes work in progress to modernise the initial training arrangements for the career guidance profession in Scotland. In a process initiated by the University of the West of Scotland, the Quality Assurance Agency benchmark for the subject is under review. The outcomes of the process may have implications for the training of career advisers and guidance practitioners across the UK.

EUROCALL Annual Report 1999/2000

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 132-136 ◽  
Author(s):  
JUNE THOMPSON
Keyword(s):  
Information Technologies ◽  
Annual Report ◽  
Support Network ◽  
Higher Education Funding ◽  
Learning And Teaching ◽  
Teaching Support ◽  
The Subject ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

EUROCALL continued to operate from the Language Institute at the University of Hull. The former CTI Centre for Modern Languages became part of a much larger Subject Centre for Languages, Linguistics and Area Studies, in turn part of the Learning and Teaching Support Network (LTSN) funded by the UK Higher Education funding bodies. The team at Hull is responsible for aspects of the Centre’s activities relating to communication and information technologies (C&IT), and consists of June Thompson, Fred Riley and Julie Venner who serves as EUROCALL membership secretary. We were pleased to be joined in May 2000 by Janet Bartle who is the Academic Co-ordinator, C&IT for the Subject Centre.

scholarly journals Teaching Preservation to Students Archivists at University College London

Atlanti ◽  
2017 ◽  
Vol 27 (2) ◽  
pp. 209-214
Author(s):  
Jonathan Rhys-Lewis
Keyword(s):  
Theoretical Aspect ◽  
Current Approach ◽  
Records Management ◽  
University College London ◽  
Approach To Teaching ◽  
The Subject ◽  
Student Expectation ◽  
The Uk ◽  
The University ◽  
Masters Students

This paper will outline the development of the teaching of preservation to Masters students on the University of College London, Masters in Archives & Records Management qualification. It explores the evolving structure of this element of the teaching that focuses on a combination of student expectation and professional need. The paper further considers the approaches that have been taken to ensure that the students connect with this theoretical aspect of their learning. The author makes the case for a specialist in the subject of collection care, and shows how this enhances learning amongst the students. Additionally, this paper will investigate the increased challenges of promoting preservation in a changing professional environment, when the pressures on resources and modes of traditional access to archival records is causing ever-greater reliance on digitisation as a means of preservation. The author hopes that by outlining the current approach to teaching preservation in the UK, other countries will consider and explore similar models.

scholarly journals Considering EU External Relations after Brexit: Introduction

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Paul James Cardwell ◽  
Rachael Dickson
Keyword(s):  
Special Issue ◽  
James Madison ◽  
Bilateral Agreements ◽  
External Relations ◽  
Departure Date ◽  
The Subject ◽  
Charitable Trust ◽  
The Common ◽  
The Uk ◽  
The University

This special issue of Europe and the World: A law review consists of selected articles that were presented at a workshop on External Relations in the post-Brexit EU, University of Strathclyde, Glasgow in October 2018. The workshop was generously funded by the James Madison Charitable Trust and the New Professors Fund of the University of Strathclyde. The purpose of the workshop was to consider the multifaceted dimensions of Brexit on the European Union’s external relations, and in particular to consider how interdisciplinary perspectives can enrich our understanding of the law underpinning the subject. This includes the EU’s externally facing institutional frameworks; law and policy on foreign, security and defence policies; trade and the Common Commercial Policy; and bilateral agreements with third countries or regions. The workshop was held around the mid-point in time from the referendum of June 2016 until the eventual departure of the UK on 31 January 2020 (although the final departure date and exit arrangements were unknown at the time). As such, the workshop contributors based their analyses on what the future impact of Brexit might be. Drawing on the extensive scholarship on EU external relations that has blossomed over previous decades, the authors of this special issue have been able to comprehensively analyse what future EU external relations might look like.

scholarly journals Academics’ experience of copyright

2019 ◽  
Vol 68 (6/7) ◽  
pp. 601-616 ◽  
Author(s):  
Vikee Chauhan ◽  
Peter Willett
Keyword(s):  
Academic Staff ◽  
Academic Librarians ◽  
Single Institution ◽  
Content Type ◽  
The Subject ◽  
Training Programmes ◽  
The Uk ◽  
The University ◽  
The Impact ◽  
Better Than

Purpose The purpose of this paper is to obtain a snapshot of attitudes and comprehension of the University of Greenwich (UoG) academics towards copyright and the impact of same on their teaching, complementing this with a survey of the experience of academic librarians (ALs) throughout the UK when dealing with faculty and copyright. Design/methodology/approach Two questionnaires were created and circulated to capture information from two sampled groups: the UoG academic staff and UK-wide ALs. A total of 55 responses were received to the questionnaire distributed to the former, and 83 responses were received to the questionnaire distributed to the latter. Findings The majority of the UoG academics believed they possessed a fair, or better than fair, understanding of copyright, with numerous respondents self-taught on the subject. Nevertheless, a significant number thought they might have broken copyright when teaching, while also revealing the belief that copyright was a limitation on their teaching. The AL survey suggested an average comprehension of copyright among academics, while noting that some of the latter felt a degree of antipathy towards copyright. Originality/value Although focused on a single institution, this study implies that copyright instruction for academic staff needs to be substantially improved, and it suggests the need for greater visibility of training programmes.

Fayned News

2018 ◽  
Author(s):  
Jonathan Rose
Keyword(s):  
Twentieth Century ◽  
Public Relations ◽  
Large Measure ◽  
Baruch College ◽  
History Of ◽  
The Media ◽  
The Subject ◽  
Set Up ◽  
The Uk ◽  
The University

When my students ask me, “What will be the next big thing in historical studies?,” I tell them to watch out for the history of public relations. The University of Bournemouth in the UK has a fairly new center devoted to the subject, Baruch College in Manhattan has just set up a Museum of Public Relations, and I think that’s just the beginning. Yes, plenty of work has been done on the history of advertising and propaganda, but PR is different: Dan Draper and Joseph Goebbels were perfectly upfront about what they were doing, but PR is a medium that commonly and deliberately disguises its own authorship. Let me state at the outset that everyone today uses publicists, and much of their work is entirely ethical. For publishers, they write up promotional material, send out review copies, arrange author interviews, and extract blurbs from reviews of their books—this one, for instance. But the main focus of this chapter is the kind of PR that surreptitiously plants stories in various media. It works only insofar as readers don’t recognize it, and therefore distrust of the media is in large measure a function of reader recognition of PR. The standard narrative holds that public relations was invented by Ivy Lee and Edward Bernays in the early twentieth century, but the basic concept of publicity can be traced back as far as Socrates’s Phaedrus, who observed that “an orator does not need to know what is really just, but what would seem just to the multitude who are to pass judgment, and not what is really good or noble, but what will seem to be so; for they say that persuasion comes from what seems to be true, not from the truth” (260a). One of the most brilliant PR agents of the pre-newspaper era was working before Shakespeare staged his first play.

A Case for Integration

2013 ◽  
pp. 342-356 ◽  
Author(s):  
Alex Moseley
Keyword(s):  
Game Design ◽  
Integrated Approach ◽  
Assessment Method ◽  
Assessment Practice ◽  
Full Study ◽  
Assessment Of Student Learning ◽  
The Uk ◽  
Intended Learning Outcomes ◽  
The University ◽  
Uk Higher Education

There is growing interest in assessment of student learning within education, not least because assessment practice within some sectors (the UK higher education sector for example) is stagnant: many courses designed independently to the assessment method and assessed through a small number of traditional methods. Games-based learning has shown little deviation from this pattern – games themselves often removed from assessment of the skills they are designed to teach, and in the worst cases from the intended learning outcomes: gamification being a particularly formulaic example. This chapter makes the case for an integrated approach to assessment within learning games and the wider curriculum, drawing on elements within game design that provide natural opportunity for such integration. To demonstrate and evaluate such an approach, integrated assessment case studies (including a full study from the University of Leicester) are presented and discussed.

scholarly journals From Deficiency to Development: the evolution of academic skills provision at one UK university

2010 ◽  
Author(s):  
Pat Hill ◽  
Amanda Tinker ◽  
Stephen Catterall
Keyword(s):  
Academic Skills ◽  
Individual Student ◽  
Student Body ◽  
Multiple Strategies ◽  
Study Support ◽  
The Subject ◽  
Learning Development ◽  
The Individual ◽  
The Uk ◽  
The University

This article discusses the context in which 'study support' has emerged in higher education in the UK. Within this context the article documents the establishment of a 'devolved model' of academic skills at the University of Huddersfield. Whilst acknowledging that this model is not unique, its formation allows for the exploration of pedagogical and practical issues. It highlights the complexity of providing support which is effective and viable, recognising that the increasing diversity of the student body calls for multiple strategies.  An examination of the evolution of the provision at Huddersfield illustrates the journey from a focus on student deficit and retention towards one clearly associated with learning development.  This model assumes an integrated, flexible and student centred approach within the subject discipline, rather than one which is extra-curricular and may be perceived as 'remedial'. Originally predicated on the individual student tutorial and standalone workshop, the provision is now focusing on working within the disciplines to embed academic development within the curriculum.

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