http://www.danceuk.org/metadot/index.pl
http://www.danceuk.org/metadot/index.pl?id=22527&isa=Category&op=show
http://www.artscouncil.org.uk/our-work/dance-mapping/
http://www.artscouncil.org.uk/artforms/dance/dance-and-health/
http://www.palatine.ac.uk/scpublications/palatine_publication/ has Mapping Dance Susanne Burns
http://www.palatine.ac.uk/scpublications/palatine-resource-pa/
Wednesday, 31 March 2010
Some interesting thinkers
We have talked about using concepts and theories in your professional practice. Here are a few more work-based learning related thinkers who you might find helpful to look at in the context of learning and about the learning aspects developed through project proposals. These are mainly from the infed website http://www.infed.org/index.htm. I would be happy to discuss any of these concepts/theories/models in greater depth especially if some aspects relate to what you are looking at for your project. Please comment if you find helpful.
1.Argyris and Schön
http://www.infed.org/thinkers/argyris.htm
http://www.infed.org/thinkers/et-schon.htm
Double loop learning is about questioning the way in which an orgnisation operates - not just your job or role (which is single loop).
"For Argyris and Schön (1978: 2) learning involves the detection and correction of error. Where something goes wrong, it is suggested, an initial port of call for many people is to look for another strategy that will address and work within the governing variables. In other words, given or chosen goals, values, plans and rules are operationalized rather than questioned. According to Argyris and Schön (1974), this is single-loop learning. An alternative response is to question to governing variables themselves, to subject them to critical scrutiny. This they describe as double-loop learning. Such learning may then lead to an alteration in the governing variables and, thus, a shift in the way in which strategies and consequences are framed. Thus, when they came to explore the nature of organizational learning." (Infed, 2010)
2. Communities of practice
These are not management groups (i.e. director, dance captain, etc.) but people who come together often informally, and could be compared to networking.
http://www.infed.org/biblio/communities_of_practice.htm
"Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly" (Wenger circa 2007 from Infed, 2010).
3. Tacit knowledge
http://www.infed.org/thinkers/polanyi.htm
4. Kolb and experiential learning - that you already know about but might be applying in the workplace
http://www.infed.org/biblio/b-explrn.htm
5. learning organisations
http://www.infed.org/biblio/organizational-learning.htm
1.Argyris and Schön
http://www.infed.org/thinkers/argyris.htm
http://www.infed.org/thinkers/et-schon.htm
Double loop learning is about questioning the way in which an orgnisation operates - not just your job or role (which is single loop).
"For Argyris and Schön (1978: 2) learning involves the detection and correction of error. Where something goes wrong, it is suggested, an initial port of call for many people is to look for another strategy that will address and work within the governing variables. In other words, given or chosen goals, values, plans and rules are operationalized rather than questioned. According to Argyris and Schön (1974), this is single-loop learning. An alternative response is to question to governing variables themselves, to subject them to critical scrutiny. This they describe as double-loop learning. Such learning may then lead to an alteration in the governing variables and, thus, a shift in the way in which strategies and consequences are framed. Thus, when they came to explore the nature of organizational learning." (Infed, 2010)
2. Communities of practice
These are not management groups (i.e. director, dance captain, etc.) but people who come together often informally, and could be compared to networking.
http://www.infed.org/biblio/communities_of_practice.htm
"Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly" (Wenger circa 2007 from Infed, 2010).
3. Tacit knowledge
http://www.infed.org/thinkers/polanyi.htm
4. Kolb and experiential learning - that you already know about but might be applying in the workplace
http://www.infed.org/biblio/b-explrn.htm
5. learning organisations
http://www.infed.org/biblio/organizational-learning.htm
30 3 10 Final Campus Workshop Bapp Wbs3835 Qual R
ALSO LOOK AT PAGE 12 IN HANDBOOK
Check out this SlideShare Presentation:
Check out this SlideShare Presentation:
Friday, 26 March 2010
Activities 1, 2 and 7
OK - I needed to go back and have a look at the activites! I think I might have been a bit wooly on Activity 7 - please excuse me- but it is actually good advice to go back to the Handbook and the BAPP Guidelines to make sure. I tend to 'create' different assignments and greatly benefit from re-looking at the nuts and bolts of what is required. I mentioned this in terms of jobs and company policies in the workplace - we are all given them but sometimes they go in the drawer and we forget to refer to them. This is good practice for referring to work related documents and making sure you know what it is you need to do.
Activity 1 Glossary p.18 of the Handbook - as Rosemary said good to add terms that crop up in your Research proposal...this is showing that you understand some basics for empirical research
Activity 2 Influences on the worker-researcher p. 22 (some of the issues are explained in the proceeding pages) there are most likely positives and tensions here - organisations can be like families - they always do things in certain ways that may or may not be the way you would do things
Activity 7 Designing an instrument for data collection p. 47 this is the critique of a an instrument -(this is the Activity that for some reason was not clear to e) - however, it would be most useful with this one to 'critique' and instrument that does have something to do with the research you will be doing... i.e. if you are doing focus groups for your methods - might be good to try sample focus group questions - however - this is not required.
WHO DID I DISCUSS THIS WITH AT A CAMPUS SESSION? it sounds like your critique was ok.
These are compulsory - BUT the other activities will help you do , for example , the research proposal p.56 Your Research Proposal. I am now getting materials together for this for Tuesday.
Where should you be now - at least 3 learning blogs up ideally + keeping your more private one with 1. notes on learning journey and 2. evidence in the form of observations about work that you can add to your proposal OR your report.
PLEASE LEAVE COMMENTS FOR YOURSELF OR OTHERS and keep up the good work.
Activity 1 Glossary p.18 of the Handbook - as Rosemary said good to add terms that crop up in your Research proposal...this is showing that you understand some basics for empirical research
Activity 2 Influences on the worker-researcher p. 22 (some of the issues are explained in the proceeding pages) there are most likely positives and tensions here - organisations can be like families - they always do things in certain ways that may or may not be the way you would do things
Activity 7 Designing an instrument for data collection p. 47 this is the critique of a an instrument -(this is the Activity that for some reason was not clear to e) - however, it would be most useful with this one to 'critique' and instrument that does have something to do with the research you will be doing... i.e. if you are doing focus groups for your methods - might be good to try sample focus group questions - however - this is not required.
WHO DID I DISCUSS THIS WITH AT A CAMPUS SESSION? it sounds like your critique was ok.
These are compulsory - BUT the other activities will help you do , for example , the research proposal p.56 Your Research Proposal. I am now getting materials together for this for Tuesday.
Where should you be now - at least 3 learning blogs up ideally + keeping your more private one with 1. notes on learning journey and 2. evidence in the form of observations about work that you can add to your proposal OR your report.
PLEASE LEAVE COMMENTS FOR YOURSELF OR OTHERS and keep up the good work.
Tuesday, 23 March 2010
DOing the MONKEY with Peter and Gardner on Multiple Intelligences
I have been told there is an exciting survey on Peter's blog - check it out - he has used Survey Monkey... Let me know about it - I have not gotten there yet...
What I did find to read about recently (besides the WBL literature which I would be happy to share in great detail with any passing interested party) was a bunch of neat blogs (I like how they are all different) and The selected works of Howard Garnder - the chap who invented the theory of multiple intelligences here are some highlights from a website - http://www.infed.org/thinkers/gardner.htm (this site is worth it just for the picture of Howard). Someone might consider him for a little theory input...
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
What I did find to read about recently (besides the WBL literature which I would be happy to share in great detail with any passing interested party) was a bunch of neat blogs (I like how they are all different) and The selected works of Howard Garnder - the chap who invented the theory of multiple intelligences here are some highlights from a website - http://www.infed.org/thinkers/gardner.htm (this site is worth it just for the picture of Howard). Someone might consider him for a little theory input...
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Lansdown Centre for Electronic Arts - for graphics sources
The Lansdown Centre for Electronic Arts has some research sources for graphic arts.
Have a look.
Have a look.
Wednesday, 17 March 2010
Practicing the Interview Method from the 3rd Campus Session
At the end of the presentaion - thos of us at the session did an activity to proactice the interview method. We paired up and for approx. 3 minutes one person was the interviewee and one person was the interviewer. From the responses, I think it proved helpful - the topics were also about what we are doing right now so everyone practiced talking about their toipc as well... Try it out with the following:
Interview Questions: ASK 2 QUESTIONS (eliminate Q2 or Q3 for the exercise) This is because of the time limitation - Q2 is about content, Q3 is about process - so the interviewer needed to make a decision on which way to take the quesitons...
PRE QUESTION: What is your name?
1. What is your research topic? Can you describe it?
2. What have you discovered in your literature review?
3. What research approach are you considering using?
Interview Questions: ASK 2 QUESTIONS (eliminate Q2 or Q3 for the exercise) This is because of the time limitation - Q2 is about content, Q3 is about process - so the interviewer needed to make a decision on which way to take the quesitons...
PRE QUESTION: What is your name?
1. What is your research topic? Can you describe it?
2. What have you discovered in your literature review?
3. What research approach are you considering using?
Monday, 15 March 2010
A reminder for tomorrow's Campus Session 16th March
Tomorrows session is on Research Methods - sounds dry but is actually quite interesting - we will be trying out some methods with those who can attend. See you there 1-4pm.
Friday, 12 March 2010
2nd Official Meeting Chickenshed Learning Set
This is what I now have pencilled in... Wednesday 17th March 5pm to 6pm or 6.15pm
Wednesday, 10 March 2010
Topic - research approach and next... methods- questions so far?
Right now you should have written down several topics with project ideas and now you are think those through with the research approaches to look at the feasibility of doing them - will you have the resources? is it too big for the limited time frame you have? What have the secondary sources in your literature review been telling you? Next we will go over methods and that might help you further think about designing a project.
I have received a number of emails from people thinking things over as I'm sure others have. However, if there are any questions for this stage you think others would benefit from hearing... please post them on this blog in the comments and I will get back to you.
I have received a number of emails from people thinking things over as I'm sure others have. However, if there are any questions for this stage you think others would benefit from hearing... please post them on this blog in the comments and I will get back to you.
Tuesday, 9 March 2010
Links for Athens and info at MDX library
Everyone
I have been on the phone with Simon today at the libary web helpdesk... I called the 0208 411 6060 number for help.
1. The library sign in wants as your Username the ITuser number - it would have been on the little white card you were sent OR at the beginning of your mdx email account... HOWEVER if you do not know it - email Avni and she can get it for you...
2. The default password is mdx(your student number)(date of birth) - this can be changed to something simpler by calling the webhelp desk and gettinig them to change it. There is a text number as well - they only work M-F so if you leave a message on the week-end they will answer the messages M-F.
Alys has also pointed out another possible problem on a quick chat we were having... "i figured out the problem (you may wan tto point this out to people) when we try to log in to athens it wont accept so we have to go to alternative log in, then select university, middlesex, then go to middlesex university and log in through there!"
Hope that helps! By the way, thanks Rosina for posting earlier on this procedure. Sorry for any delays or problems and all for the pursuit of knowledge!
More info and help from Librarians at MDX... Please keep trying to get to the library resources.
Go here for ATHENS and other info.
Learning resources website
Vanessa and Naslin have puit together other info - info for study skills etc.
Library subject guides
Leave me comments if you have not been able to get through to the LIBRARY and we will help.
I have been on the phone with Simon today at the libary web helpdesk... I called the 0208 411 6060 number for help.
1. The library sign in wants as your Username the ITuser number - it would have been on the little white card you were sent OR at the beginning of your mdx email account... HOWEVER if you do not know it - email Avni and she can get it for you...
2. The default password is mdx(your student number)(date of birth) - this can be changed to something simpler by calling the webhelp desk and gettinig them to change it. There is a text number as well - they only work M-F so if you leave a message on the week-end they will answer the messages M-F.
Alys has also pointed out another possible problem on a quick chat we were having... "i figured out the problem (you may wan tto point this out to people) when we try to log in to athens it wont accept so we have to go to alternative log in, then select university, middlesex, then go to middlesex university and log in through there!"
Hope that helps! By the way, thanks Rosina for posting earlier on this procedure. Sorry for any delays or problems and all for the pursuit of knowledge!
More info and help from Librarians at MDX... Please keep trying to get to the library resources.
Go here for ATHENS and other info.
Learning resources website
Vanessa and Naslin have puit together other info - info for study skills etc.
Library subject guides
Leave me comments if you have not been able to get through to the LIBRARY and we will help.
Monday, 8 March 2010
Dance Presentation at Trent Park FYI
Dear Colleague
You are warmly invited to a seminar 'Dancing in a Shaking World' on
Thursday March 11th 2010 4.30-6pm,The Orangery, TP
Chris Bannerman, Shobana Jeyasingh & Richard Layzell (ResCen, Middlesex
University)
This presentation offers emerging reflections on Danscross: Dancing in a
Shaking World, a collaborative, creative research project which took
place in Beijing over a three-month period (www.rescen.net). Within
newly emerging realities of changing global power structures, and in the
light of the increasingly globalised arts marketplace, this research
investigated the practices of artists and relevant intercultural
debates. Bharucha's (2000) notion of the 'intercultural body' provided a
lens for this reconsideration, but this presentation proposes that the
increasing mobility of Asian people and culture, and the turning tide of
power from the West to Asia, are throwing up new plural modernities, and
new relationships to the past, which can be glimpsed in the creative
processes and current practices in the performing arts. In particular
the role of the body as dynamic agency and presence in performance
practices and creative processes is highlighted.
You are warmly invited to a seminar 'Dancing in a Shaking World' on
Thursday March 11th 2010 4.30-6pm,The Orangery, TP
Chris Bannerman, Shobana Jeyasingh & Richard Layzell (ResCen, Middlesex
University)
This presentation offers emerging reflections on Danscross: Dancing in a
Shaking World, a collaborative, creative research project which took
place in Beijing over a three-month period (www.rescen.net). Within
newly emerging realities of changing global power structures, and in the
light of the increasingly globalised arts marketplace, this research
investigated the practices of artists and relevant intercultural
debates. Bharucha's (2000) notion of the 'intercultural body' provided a
lens for this reconsideration, but this presentation proposes that the
increasing mobility of Asian people and culture, and the turning tide of
power from the West to Asia, are throwing up new plural modernities, and
new relationships to the past, which can be glimpsed in the creative
processes and current practices in the performing arts. In particular
the role of the body as dynamic agency and presence in performance
practices and creative processes is highlighted.
Friday, 5 March 2010
Virtual Revolution Radio Times For Slideshare
It sounds like Sir Tom was doing a sort of WBL project... You may have to zoom in with the plus magnifier to read. This is especially for those who cannot get to the BBC. How much has the virtual revolution - the Web2 technology that we now all use - affected YOUR learning professionally AND for this course? I know I have done some things I had not done before, but on the other hand, am finding some of the interaction familiar.
Thursday, 4 March 2010
Avni says this is good site for info
If you have misplaced your student numbers to access MISIS and Library etc. ,please get in touch. Also Avni says this site is good for questions... call the uni if you are still having problems.
http://www.24-7.mdx.ac.uk/misis/
http://www.24-7.mdx.ac.uk/misis/
Tuesday, 2 March 2010
People's Blogs you might visit
Right - many peope have not posted the learning diary blogs yet - but there are a number of sites to peruse - this is by no means all (sorry if I have missed yours off) but might start you off... read my previous blogs for ideas to extend the punch of what you write. Also some conversations beginning to happen but more dialogue might help people think - remember the writing exercises we did - it will be time well spent rehearsing this type of interaction - I know it has helped me in the past.
Michelle
Laura-Beth
Abbi
Rosina
Laura Davitt
Melissa
Ciera
Michelle
Laura-Beth
Abbi
Rosina
Laura Davitt
Melissa
Ciera
Learning Diary on Blog comment
Everyone
This is from a conversation I had via email about the Learning Diaries on the Blog (the ones being assessed for BAPP WBS3835). The idea is to post them at regular intervals during the term- to cut down on the work and you will see how time develops some of the ideas... So the diary we sent had suggested that your first Learning Diary Blog be up by now...
The idea of the learning diary is to write about something you are doing now. You can certainly refer back to events and things you have written in the past as well as critical sources – like Bell or ones from your workplace as you are now looking for a topic (other authors you have found from reading around your topic). Comparing what you did now to previous experience makes sense in the learning process – but also show progression if you can.
The learning Blog or learning diary can also include information of events that could be considered evidence – like what happened in a production or a ‘critical incident’, and ideally this is captured at the time it happened (as you did this previous show/inspiration) but then can be reflected upon with up-to-date experience. An example would be having a million ideas at first and feeling overwhelmed, but then systematically seeing which are the best fit for you at this time. An example would be your having a conversation with someone you work with - employer or colleague - and comparing it to some reading you are doing.
If it goes up on the Blog – anonymise (don’t put in real names). Yes, you need to reference your own notes, as in Name, YEAR Learning Diary entry DATE – perhaps at the end.
This is from a conversation I had via email about the Learning Diaries on the Blog (the ones being assessed for BAPP WBS3835). The idea is to post them at regular intervals during the term- to cut down on the work and you will see how time develops some of the ideas... So the diary we sent had suggested that your first Learning Diary Blog be up by now...
The idea of the learning diary is to write about something you are doing now. You can certainly refer back to events and things you have written in the past as well as critical sources – like Bell or ones from your workplace as you are now looking for a topic (other authors you have found from reading around your topic). Comparing what you did now to previous experience makes sense in the learning process – but also show progression if you can.
The learning Blog or learning diary can also include information of events that could be considered evidence – like what happened in a production or a ‘critical incident’, and ideally this is captured at the time it happened (as you did this previous show/inspiration) but then can be reflected upon with up-to-date experience. An example would be having a million ideas at first and feeling overwhelmed, but then systematically seeing which are the best fit for you at this time. An example would be your having a conversation with someone you work with - employer or colleague - and comparing it to some reading you are doing.
If it goes up on the Blog – anonymise (don’t put in real names). Yes, you need to reference your own notes, as in Name, YEAR Learning Diary entry DATE – perhaps at the end.
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