[SSC] SSC Digest, Vol 18, Issue 26
Alan Gurbutt
agurbutt at gmail.com
Fri Jun 29 16:18:50 UTC 2012
Dear All,
I'm hoping to make the curriculum workshop tomorrow but this is the first
chance I've had to catch up with the list so need to do some reading.
Re developing SSC Wordpress site: you could 1) convert it to a multisite
installation (WPMU) / network
(http://codex.wordpress.org/Glossary#Multisite) 2) install BuddyPress social
network platform, which is free of commercialisation 3) Expand BuddyPress's
capabilities with bbPress site-wide fora http://bbpress.org/
Video about BuddyPress
http://wordpress.tv/2009/02/06/introducing-buddypress/
If you decide to try BuddyPress and your host has multiple SQL databases, to
avoid data loss, I would construct a mirror site from a new installation of
WPMU / BuddyPress for transfer of the existing site's files.
Hope this helps.
Alan
-----Original Message-----
From: ssc-bounces at lists.aktivix.org [mailto:ssc-bounces at lists.aktivix.org]
On Behalf Of ssc-request at lists.aktivix.org
Sent: 29 June 2012 10:51
To: ssc at lists.aktivix.org
Subject: SSC Digest, Vol 18, Issue 26
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Today's Topics:
1. Anyone coming from Nottingham tomorrow?
(sarah at socialsciencecentre.org.uk)
2. communications workshop (Mike Ward)
3. Re: Suggested Agenda for tomorrow's SSC meeting ( 30th June )
(Joss Winn)
----------------------------------------------------------------------
Message: 1
Date: Fri, 29 Jun 2012 11:36:50 +0200
From: <sarah at socialsciencecentre.org.uk>
To: <ssc at lists.aktivix.org>
Subject: [SSC] Anyone coming from Nottingham tomorrow?
Message-ID: <1857.1340962610 at socialsciencecentre.org.uk>
Content-Type: text/plain; charset="utf-8"
Hello all, just a quick question -- is anyone planning to come to the
meeting from Nottingham tomorrow? Sara M. is getting a train to facilitate
the morning workshop on voice, inclusion and exclusion, but we thought it
would make sense to ask if anyone was driving over and could give a lift!
Best,
Sarah
------------------------------
Message: 2
Date: Fri, 29 Jun 2012 10:49:20 +0100
From: "Mike Ward" <miward at lincoln.ac.uk>
To: <ssc at lists.aktivix.org>
Subject: [SSC] communications workshop
Message-ID:
<34BD87617778BE4ABFC9F9F2AEC6509306A4F39B at AEXCMS01.network.uni>
Content-Type: text/plain; charset="iso-8859-1"
Hi All
Here are the notes from the meeting of the communication group (Mike W,
Joss, Ian Patterson, Adam Holman) that met on the 20th March and my meeting
with Andrew at the involvement centre on Thursday. Will bring hard copies
along tomorrow.
Cheers
Mike
Communications group
Meeting Weds 20th June 2012
? Develop existing WordPress site for SSC to include simple social
networking features, including groups and forums, which could be used for
working groups and classes. (Joss/Adam)
? Add a 'noticeboard' page to the website (Joss/Adam)
? Offer SSC email addresses to any member (Joss)
? Create member mailing list (Joss)
? Noticeboard for the Involve at Lincoln building (Mike)
? Create guide on using the website (Joss/Adam)
? Offer IT workshops to members (Joss/Adam)
? Create page on website for Press and a
press at socialsciencecentre.org.uk address (Joss/Adam)
? Check FAQ at next meeting << add to next meeting agenda. I may
not be able to attend.
? Create Facebook page and link to blog (Adam)
? Create social media accounts (YouTube/Flickr, etc.) (Adam)
? Create poster for putting up around the city (Adam/Ian/Joss)
? Contact Waterstones about book discount (Ian)
? Business cards (?? Mike??)
? Accessibility audit (Adam/Joss)
Meeting with Andrew Harrison 27th June 2012 at the Involve Centre (Mike)
? Discussed with Andrew about setting up a physical noticeboard for
the SSC. The noticeboard could be placed inside the foyer area where there
is space. There is an upcoming building meeting, so Andrew will take the
issue to them before final confirmation is given.
? The building has received some funding so will be re-vamped in
near future which could give the SSC further opportunities.
Things to consider/discuss
? One issue Andrew stressed was that this funding has been allocated
on the basis that most of the groups who use the centre have some
involvement or links with/to mental health projects, so the SSC might need
to think about how best we can fit in with this.
? The centre is shortly going to publish a prospectus of the course
on offer. Does the SSC want to have a page in here? If not advertising the
courses/modules/classes at least a notice about who we are, what we will
offer and where to contact us?
? Putting a hard copy of the constitution, membership forms, contact
details, etc. on notice board.
? Lots of rooms in the centre for rent, office space, room to build
our own library, workspaces, storage space. ?40 per week (negotiable rates).
? Do we want to make a 'bid' for usage?
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Message: 3
Date: Fri, 29 Jun 2012 10:50:45 +0100
From: Joss Winn <joss at josswinn.org>
To: "ssc at lists.aktivix.org ssc at lists.aktivix.org"
<ssc at lists.aktivix.org>
Subject: Re: [SSC] Suggested Agenda for tomorrow's SSC meeting ( 30th
June )
Message-ID: <59A73B2E-7007-450A-8C9D-0A90FD3C0F1E at josswinn.org>
Content-Type: text/plain; charset="windows-1252"
The communications working group would like to allocate time to review the
FAQ on the website to ensure it is up-to-date and there is consensus on what
this important document contains.
Thanks
Joss
On 29 Jun 2012, at 10:15, Michael Neary wrote:
>
> Dear All,
>
> Please see suggested agenda for SSC meeting ( 30th June) tomorrow:
>
> 1. Hello, Welcome and Apologies
>
> 2. Notes from previous meeting - with reports from working groups and
matters arising
>
> 3. Curriculum workshop
>
> 4. AOB
>
> Looking forward to seeing you all there.
>
> Best wishes,
>
> Mike
>
> From: pappaskelley at mac.com
> Date: Thu, 28 Jun 2012 20:48:33 +0100
> To: botlenyanahughes at yahoo.co.uk
> CC: ssc at lists.aktivix.org; ZBendek at post01.lincoln.ac.uk;
miketodd143 at gmail.com; zbendek at lincoln.ac.uk
> Subject: Re: [SSC] SSC curriculum stuff -- to the wider group
>
> Hello everyone,
>
> I hope you are well and it sounds like the meeting was very productive and
that some positive ideas came from it. Sorry that I didn't send these forms
out to you sooner, but I have been a bit poorly (sorry if this is all a bit
rambling or disjointed as a result of this!) Anyway, here is how one
university does their evaluation system and it is also an effective means
for tracking each individual learner's progress through a program
(especially useful in something like this where not all students are on the
same timeline and are producing individualised projects and exploring their
own themes). For this program there were ongoing assignments called
Annotations, where students wrote short 1-2 page process papers for
everything they were reading or working with. These Annotations were short
responses that help the student to get in the habit of writing constantly,
whilst working through any writing issues or anxieties they may have (the
quality of these were varied depending on the student, but they always got
better and offered a record of their thoughts on a subject)--and they were a
way of apply the material to their own interests and research ideas as they
gradually emerge over the course of the semesters. The idea was that when
you completed the courses you would have a collection of personalised
Annotations that gave a brief overview of the materials you had worked with,
that informally explored themes, which was useful as a resource when writing
longer papers or more formalised articles. A couple of my annotations were
the first things I ever cleaned up (annotations can be relatively informal
and are governed more by ideas and engagement) and had published in journals
when I was starting out.
>
> One of the first exercises when starting off the very first semester was
the Study Plan as a Whole. This was an exercise where all students met with
their advisor/mentor as a group (usually around eight students) and the
mentor walks everyone through some of the expectations/vision and then they
each schedule a one-on-one meeting to discuss and negotiate what their
interests are, what some basic groundwork readings might be (some groups
preferred to have everyone in the group reading all the same material, whist
others might have a mix of individualised student readings, or even
completely individualised materials for each student with supplemental "all
together articles" for seminars), and to begin mapping out what the shape of
their studies overall might eventually be. The results of this were then
written up on the form and this becomes their tentative roadmap (and
everyone's always changed and morphs through the course of their studies),
but this offers a good place to start out and formalise what it is that you
hope to achieve or examine through your education (your learning contract of
sorts). Also any changes that happen would be address in each new Semester
Study Plan as well as the student's evaluation. This allows the curriculum
to remain flexible and grow with the student, but also offers something to
gauge their progress through the course of the semester and overall. For
example: a student might say 'I would like to examine the complete works of
Proust.' ?which through the course of the semester might need to be changed
to "I will read these three articles on Proust X, Y, Z, while focussing on
the introduction in 'In Search of Lost Time' ? or maybe they start Proust
and realise they have no interest in it or it isn't related to what they
want to examine (or the project they subsequently develop), in which case
they have to address these concerns and changes in their evaluation and next
Semester Study Plan.
>
> At the end of each semester the students also fill out a Self Evaluation,
which offers a space for reflection on their process and progress through
the course. Also if there were any issues, this is their space to unpack
them. This is also useful if a student feels they received too harsh of an
Evaluation from their mentor, etc, the student can address this here. Each
Semester Self Evaluation is filed alongside the mentor's Evaluation of their
work and become married as their transcript. I could probably dig up a
couple filled-in examples of a Self Eval along with a Semester Advisor Eval
(lecturers evaluation of their work) if that is useful.
>
> The Final Student Self Evaluation is fairly self explanatory and is an
effort to bring all of the semesters together into a narrative of what they
studied. In many cases, overall themes and connections didn't emerge until
this final bit of reflection that brings all the efforts together. It is a
place for the student to shine and for some introspection.
>
> For some reason these documents are in reverse order here, but hopefully
this is useful. Please let me know if you have any questions. Also, I have
participated as a student through undergrad, graduate, to PhD in evaluation
based programs, so I can discuss this from a student's perspective as well.
>
> Again, sorry if this is rambling or disorganised!
>
> All best,
> Jared
>
> Note: this is all from an MFA: Visual Art and Critical Theory degree.
>
> From Evernote:
> MFA Final Student Self Evaluation
> Academic Terms > Final Student Self Evaluation
> Legal Name:
> ID:
> Type: Student
> FERPA Hold: No Program: Interdisciplinary Arts MFA-VT
> Degree: MFA in Interdisciplinary Arts
> Status: Graduated Student
> Level: G6
> Current Advisor:
>
> Genre(s):
> 1.
> 2.
> 3.
>
> Title of Final Product:
>
> Part One: SUMMARY REPORT OF MFA-IA STUDY AS A WHOLE
>
> ARTISTIC PRACTICE: Describe the evolution of your artistic practice over
the course of your entire MFA program, including experiments undertaken, as
well as a description of the bodies of work, performances, or projects you
have completed. What new mediums or forms have you explored? What new
skills, concepts, etc., have you learned along the way? In this retrospect,
how do you view your growth as an artist? How do you see your practice now ?
Where do you see yourself heading?
>
> INTELLECTUAL/CRITICAL DEVELOPMENT: What areas of inquiry have you engaged
in along the way, and how have they contributed to your growth, both
intellectually and creatively? What artists, thinkers, etc., have you found
especially helpful? What papers have you produced to demonstrate your
knowledge of art theory and your critical skills?
> On a separate page include a comprehensive Resource List (including
seminar readings).
>
> Bibliography
>
> PRACTICUM: Describe the Practicum in which you engaged, and briefly
summarize the insights and learning gained from this experience.
>
> OVERALL ASSESSMENT: How has your overall work in this program contributed
to your artistic development, your knowledge of and ability to engage
critically and creatively with the contemporary art scene, and your
understanding of the context of your own art practice?
>
> Part Two: ASSESSMENT OF MFA-IA STUDY AS A WHOLE
>
> Here you write a thorough evaluation of the work you did, assessing your
strengths and weaknesses or areas for further development. Comment on how
you worked with your faculty advisor, your second reader, and other persons
who helped you learn. This assessment will be separate from your Summary
Report and will not become part of your transcript.
>
> MFA Semester Advisor Evaluation
>
> Academic Terms > Term Advisor Eval
> Legal Name:
> ID:
> Type: Student
> FERPA Hold: No Program: Interdisciplinary Arts MFA-VT
> Degree: MFA in Interdisciplinary Arts
> Status: Graduated Student
> Level: G6
> Current Advisor:
>
>
> Transcript Statement (to be read by external parties):
>
> Area(s) of Study:
> 1.
> 2.
> 3.
>
> Guidelines: Please convey your thoughts on the student's work and progress
and suggest areas for further development, in relation to the questions
below.
>
> If this evaluation is for a final semester student, below are the faculty
transcript statements from the student's prior successful semesters. You may
incorporate these into your final report, if useful. If necessary, please
modify the pre-existing text to ensure a consistent presentation of the
student's work. Alternatively, you may craft your own report to represent
the student's work as a whole.
>
> Summary of past evaluations:
>
> 1. Overview/goals: For an evaluation of one semester of study, what were
the student's primary goals or focus for the semester? If this is for the
final semester, orient the reader to the student's overall program, and
introduce the Portfolio.
>
> 2. Creative and Experimental Practice: Describe and evaluate what the
student has accomplished in the development of his or her creative practice,
including work produced, new skills learned, media or modalities explored,
concepts applied, significant insights gained, etc.
>
> 3. Intellectual Territory: Describe the inquiry that the student has
pursued, including guiding questions/concerns and areas of study; note key
authors and artists studied, texts, and other significant resources the
student used.
>
> 4. Online group discussion: Describe the student's participation and
contribution to the group discussion, and significant learning.
>
> 5. Practicum: If applicable, describe the student's practicum experience,
and note the primary insights and learning gained. Indicate if the practicum
was successfully completed. If not, indicate what still needs to be done, or
if it is planned to continue beyond the semester.
>
> 6. In sum: Characterize the semester as a whole (or the entire program if
this is a final semester evaluation). What were the key learning outcomes?
Is the student on track towards meeting degree criteria, including
developing a sense of context for her or his work, an understanding of the
nature of art, and ability to engage in discourse? (If this is for a final
semester, has the student met degree criteria?)
>
> Advisor's Comments (Optional - for internal advising purposes only. Not
included on the student's transcript): If there are suggestions or comments
you wish to make to the student and to future advisors outside the frame of
the transcript, please do so here.
>
>
> [x]The student DID satisfactorily complete the work of the semester.
>
> [ ]The student DID NOT satisfactorily complete the work of the semester.
> MFA Semester Self Evaluation
>
> Academic Terms > Term Self Evaluation
> Legal Name:
> ID:
> Type: Student
> FERPA Hold: No Program: Interdisciplinary Arts MFA-VT
> Degree: MFA in Interdisciplinary Arts
> Status: Graduated Student
> Level: G6
> Current Advisor:
>
> Area(s) of Study:
> 1.
> 2.
> 3.
>
> 1. What creative work have you done this semester and how have you
documented it? Have you learned new skills, media, concepts, etc., in the
process? Has any of this been experimental? If so, what were you attempting,
and what have you learned through this work?
>
> 2. What intellectual research and study have you engaged in this semester
(i.e., what authors have you read, artists studied, music listened to, dance
or theatre attended, etc.)? What other areas of inquiry have you pursued?
What would you say are the learning outcomes of this research? Please attach
an annotated bibliography.
>
> 3. Online group discussion. If you were part of a group discussion,
describe your participation and contribution, what were the main ideas,
topics or readings discussed and how this contributed to your own artistic
and intellectual development.
>
> 4. If you engaged in a Practicum this semester describe it briefly (where,
when, what, who) and summarize the chief learning and insights from this
project. If the practicum will be continuing or there is more work to
complete for it, please indicate. (You will also write a full Practicum
Report for your final Portfolio.)
>
> 5. What products have emerged from this semester? Will any of those
contribute toward your Portfolio and degree criteria requirements?
>
> 6. What resources, including bibliography, did you use this semester?
Attach a separate Resource List.
>
> 7. How has your work this semester affected your art practice and how you
see yourself as an artist?
>
> 8. How do you see yourself progressing towards degree criteria, including
developing a sense of context for your work, an understanding of the nature
of art, and ability to engage in discourse?
>
> 9. Overall, what were your goals for this semester and how well do you
think you met them? What do you see as your strengths of this semester? What
areas, skills, etc., do you need to continue to work on?
> MFA Semester Study Plan
>
> Academic Terms >Term Study Plan
> Legal Name:
> ID:
> Type: Student
> FERPA Hold: No Program: Interdisciplinary Arts MFA-VT
> Degree: MFA in Interdisciplinary Arts
> Status: Graduated Student
> Level:
> Current Advisor:
>
> This study plan has been approved by your advisor
>
>
> Guidelines: The study plan for one semester describes, specifically and in
detail, what you will accomplish this semester. Refer to your STUDY PLAN AS
A WHOLE, and as thoroughly and concretely as possible elaborate on this
semester's plan of study activity.
>
> Briefly identify the fields or disciplines that provide the academic and
artistic context of your inquiry:
> 1.
> 2.
> 3.
>
> 1. How do you envision your work evolving this semester? What direction(s)
do you want to move toward? Are there particular themes or concerns that are
central to what you want to achieve?
>
> 2. What creative and/or written products do you envision emerging from
your work this semester? How will you document this?
>
> 3. In terms of your intellectual development, what artists, theorists,
etc., do you plan to study? Are there other areas of research or inquiry
that you plan to explore and how do you see them contributing to your work
and creative development?
>
> 4. What resources do you plan to use? Please include a Resource List
(Bibliography and other resources).
>
> 5. If you are planning a practicum for this semester, describe what it
will be and how you plan to document it. Include a Practicum Proposal with
your Study Plan.
>
> 6. How will the work you are planning for this semester contribute to your
MFA-IA Portfolio?
>
>
> If you and your advisor agree that your study plan should be changed
during the semester, make sure the changes are recorded in an Amended Study
Plan. If this change indicates a change in your STUDY PLAN AS A WHOLE, amend
that plan as well. To formal changes to either study plan, your advisor must
approve the changes in the Student Information System.
> MFA Study Plan as a Whole
>
> Academic Terms > Study Plan as a Whole
> Legal Name:
> ID:
> Type: Student
> FERPA Hold: No Program: Interdisciplinary Arts MFA-VT
> Degree: MFA in Interdisciplinary Arts
> Status: Graduated Student
> Level: G6
> Current Advisor:
>
>
>
>
>
>
>
> Study plan as a whole has been approved.
>
> This study plan as a whole has been approved by your advisor
>
> Student's Name: Total # of Semester Hour Credits to Be Earned:
> Advisor's Name: Number of Planned Semesters: 5
> Degree Program: Concentration, if any:
> Amended Study Plan:
>
> Guidelines: You develop this detailed plan in conferences with your
faculty advisor and perhaps with other students with similar interests. The
plan is a study contract that states specifically what your goals are, what
you want to learn and why, and how you will go about achieving these goals.
You and your advisor must agree upon the plan. THIS STUDY PLAN MAY BE USED
AS PART OF AN INTERIM TRANSCRIPT. Please take care in its preparation.
>
> Briefly identify the fields or disciplines that provide the academic and
artistic context of your inquiry:
>
> 1.
> 2.
> 3.
>
> In writing your Study Plan as a Whole, please refer to the MFA-IA Degree
Criteria, and consider the following questions:
>
> Overall Goals: Broadly, what do you hope to achieve by the time you are
ready to graduate? What themes, metaphors, life interests or fields are
prominent in your practice or that you wish to explore? We suggest that you
start with assessing the current state of your artistic practice. Then
describe the direction in which you would like your art work to evolve. What
skills and knowledge will you need to gain to support that growth?
>
>
>
> Intellectual/Critical Development: How will you develop or strengthen your
knowledge base in contemporary art and its evolution? What other areas of
inquiry do you plan to research to support your individual practice?
>
>
>
>
> Resources: What resources will you use to enhance your artistic and
intellectual development? Mention reading and writing, library, gallery or
museum research, courses you may wish to take, workshops and conferences you
may wish to attend, persons you hope to interview or consult, and agencies
or organizations with which you might do practicum work. Include a separate
Resource List (Bibliography and other resources).
>
>
>
> Practicum: What do you envision for your community-based practicum?
>
>
>
>
> This Study Plan as a Whole is a document that will accompany you for your
entire course of studies. Make it an inspiring document for yourself, one
which has enough energy to sustain your interest and motivation throughout
future semesters. Make it personal and specific to who you are and to your
art practice. An Amended Study Plan may be submitted at a later date if
major changes are made in this plan.
> Advisor Comment:
>
>
>
> On 28 Jun 2012, at 20:18, Heather Hughes wrote:
>
> Like others, think the notes are really useful and also sorry I can't
attend
> on Saturday. We've voiced lots of different ideas in preparation for
fuller
> discussion on the day, and hope it is all productive and a plan begins to
> emerge.....would be very happy to help in whatever way I can with
materials
> for learning.
>
> Heather
>
> -----Original Message-----
> From: Peter Somerville [mailto:psomerville at lincoln.ac.uk]
> Sent: 27 June 2012 17:06
> To: Zoraida Mendiwelso-Bendek
> Cc: ssc at lists.aktivix.org; Heather Hughes; Helen Farrell (Tourism);
> pappaskelley at mac.com; sara.motta at nottingham.ac.uk;
> hopkins668 at btinternet.com; Zoraida Mendiwelso-Bendek;
> sandiestrat at phonecoop.coop; davidmcaleavey at virginmedia.com;
> miketodd143 at gmail.com
> Subject: RE: SSC curriculum stuff -- to the wider group
>
> I think these are really useful notes. I'm only sorry that I cannot attend
> on 30 June.
>
> I think the issues identified here (soul/spirit, praxis, autonomy,
critical
> learning, language and hidden curriculum) need to be integrated into the
> 'curriculum framework'. I also think this curriculum framework actually
> looks more like a framework for the SSC project as a whole.
>
> I have made this point before but I also think that, at least when it
comes
> to the learning process, we should be distinguishing only between teaching
> and learning, not between 'teacher-scholars' and 'student-scholars'. We
will
> be expecting students to be taking on teaching roles and also expecting
> academics to take on learning roles. I think this is the key thing that
> distinguishes the SSC from other educational projects.
>
> The point about language is a good one and I still feel that some of the
> language we use is not accessible enough or perhaps not clear enough.
> For example, why say 'problematics' when we could just say 'issues'? Or
what
> do we really mean by being 'critical'? Zoraida and I decided that probably
> what we mean is 'increasing awareness of our journey and of how we move
> forward in that journey'. Or again: are 'content' and 'process'
> really two dimensions? I think not. What does it mean to 'become
otherwise'?
> What are 'scholarly literacies'? I do not know the answers to these two
last
> questions.
>
> I think the concepts/themes of culture, economy, power and society are too
> broad to act as suitable foci. Gender, race, class, sexuality, age, the
body
> are better. But why not just start with issue-based themes, as also
> suggested - poverty, unemployment, climate change, homelessness, debt,
> solidarity, etc?
>
> I think the correct term is 'spirit' rather than 'soul'. 'Soul' refers to
> the inner world of perceptions, feelings and will, whereas 'spirit'
> is what links this inner world with the outer world of the body. Spirit is
> about hope and a sense of purpose and direction and possibly also of
> communion or solidarity, as in the expressions 'community spirit' and
'team
> spirit'. The spirit of the SSC is what drives us forward (hence the term
> 'inspiration'), enabling us to keep body and soul together.
>
> Hope this helps
>
> Pete
>
>
> -----Original Message-----
> From: Zoraida Mendiwelso-Bendek
> Sent: 27 June 2012 15:01
> To: Peter Somerville
> Subject: FW: SSC curriculum stuff -- to the wider group
>
>
>
> Fly
>
> -----Original Message-----
> From: sarah at socialsciencecentre.org.uk
> [mailto:sarah at socialsciencecentre.org.uk]
> Sent: 27 June 2012 14:49
> To: botlenyanahughes at yahoo.co.uk; Helen Farrell (Tourism);
> pappaskelley at mac.com; sara.motta at nottingham.ac.uk;
> hopkins668 at btinternet.com; Zoraida Mendiwelso-Bendek;
> sandiestrat at phonecoop.coop; davidmcaleavey at virginmedia.com;
> miketodd143 at gmail.com; Darryl Baker; Gordon Asher
> Subject: SSC curriculum stuff -- to the wider group
>
> Hi all!
>
> I'm very sorry if you have already received an email like this, but it's
> been pointed out that I was using the list of only people who came to the
> meeting on Friday and not the wider group of everyone who's expressed an
> interest in being involved in curriculum development (so to speak). Let's
> use this list to keep in touch and please forward to anyone you think is
not
> on it but should be. Thanks in advance for your patience; steps in
learning
> how to work together.
>
> I'm sending a copy of the notes from last Friday's meeting, which I will
> also post to the SSC website for others to see, and a suggestion for
> Saturday's workshop. The latter has been revised after some really
> thoughtful comments from Zoraida and Peter Somerville, around (1) the
> importance of recommending a starting point in learners' expectations and
> social concerns, (2) the importance of clarifying what we mean by
'themes',
> and (3) the importance of highlighting questions about evaluation (of
> learning journeys and of our own practices of working cooperatively).
>
> I'm planning to send this out to the whole group by Friday, unless I hear
> otherwise, and it can be revised until then!
>
> The workshop will involve smaller group discussions - does anyone else
fancy
> facilitating or co-facilitating one?
>
> All best,
> Sarah
>
>
>
>
>
> On Wed 13/06/12 15:45, "Heather Hughes" botlenyanahughes at yahoo.co.uk
> wrote:
> Sorry all; got Sarah's details wrong, so please use this list as the
> accurate one... Heather
>
>
>
>
>
>
>
>
>
>
>
> The University of Lincoln - a top performer in student satisfaction,
> enjoying an unrivalled ascent through the University league tables, set in
a
> dynamic, research rich and vibrant campus in the heart of a great historic
> student-friendly city.
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