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Outsider Research can be fraught with tensions and dilemmas regarding the constructedness of accounts (Jones 1992, Alcoff 1992). Alternatively outsider research may offer a distance from the research subject that may in fact encourage greater honesty and disclosure resulting in more varied research findings. Such research raises valuable discussion around the hierarchies of power between researcher and researched, the importance of reflexivity in the research process and the dynamics of positionalities. This presentation will discuss such issues with reference to my own PhD study into the educational experiences of young Somali women graduates in London.
Thursday 9th December 9.30 -10.30am, via Zoom
Professor David Boud, Work and Learning Research Centre, Middlesex University.
Research and Publishing in Learning and Teaching in Higher Education
Being scholarly about ones’ teaching is normal business for us all. For some, this will involve contributing to the scholarship of learning and teaching. This typically involves small scale investigations with colleagues in their own courses, trials and presentations of new approaches and their evaluation, gaining a deeper understanding of their own students’ learning. For a much smaller number, it will involve a further step into becoming a researcher in learning and teaching who undertakes research studies and publishes in higher education journals.
The session will draw on Professor Boud’s extensive experience of collaborating with many staff in a wide range of disciplines in researching learning, teaching and assessment. It will start with an initial focus on the area of the scholarship of learning and teaching and move to what is involved in making the transition to being a researcher of learning and teaching. It will map the territory of the transition and what is involved in it. It will address questions such as: How similar is research in higher education to that in one’s own discipline? How to get started in learning and teaching research? What is involved in getting published in this area?
Meeting ID: 964 5843 7004, Passcode: 378423
Thursday 25th November 2021, online via Zoom from Dubai
· 2-3pm GMT
· 5-6pm Dubai time
Engie Bashir, Senior Lecturer Computer Engineering and Informatics, Dubai Campus
Arundhati Basu, Lecturer Computer Engineering & Informatics, Dubai Campus
Transforming classroom experience: How the “UX in Design” teaching team used Miro to digitize student interactions and promote group collaboration
Students encountered new challenges and had to adapt to new learning experiences during their transition from in-person to online and then mixed interaction with their teaching bodies and peers. This required the teaching team of the “User Experience (UX) in Design” module to investigate groups change in collaboration and communication styles as well as the changing interaction and attention levels of individual students.
This presentation puts forward Miro’s adoption as a whiteboard and collaboration tool by the UX design teachers to address the changing requirements while engaging and motivating the students to meet their learning objectives. The module follows a design thinking methodology and requires students to work on a UX project remaining in the same group to deliver three phases of the solution as coursework submissions. The students are introduced to brainstorming, ideation, research, prototyping and iteration techniques and change their roles from a research team to a design team, ending as an evaluation team. Miro, a robust and powerful platform, was used to assign course materials, form groups, moderate group discussions, resolve group conflicts and monitor group work progress enabling the module syllabus needs. With student groups collaborating from different timezones, some with limited internet connectivity, the tool supported both synchronous and asynchronous interaction methods while maintaining all activities’ transparency to provide greater visibility into accountability and individual contribution.
This presentation aims to showcase the student and teaching experience using Miro for online and blended learning towards course content delivery, interactivity, and engagement. This session provides guidance on how to change the student classroom experience through a design thinking strategy, and will be informative to those involved with modules where communication and collaboration are required among team members.
Meeting ID: 964 5843 7004, Passcode: 378423
Nico Pizzolato and Gorkem Akgoz led the project ‘Back into the factory: writing theory and practice of the industrial workplace into 21st century history and social theory‘. This was a Newton Advanced Fellowship Funded Research Project in cooperation with Hacetteppe University, Turkey, 2015-17.
Around the world, the landscape of Higher Education is increasingly shaped by discourses of employability, rankings, and student satisfaction. Under these conditions, the role of universities in preparing students for all facets of life, and to contribute to the public good, is reshaped in significant ways: ways which are often negative and pessimistic. This book raises important and pressing questions about the nature and role of universities as formative educational institutions, drawing together contributors from both Western and non-Western perspectives. While the editors and contributors critique the current situation, the chapters evince a more humane and compassionate framing of the work of and in universities, based on positive and valued relationships and notions of the good. Drawing together a wide range of theoretical and conceptual frameworks to illuminate the issues discussed, this volume changes the debate to one of hopefulness and inspiration about the role of higher education for the public good: ultimately looking towards a potentially exciting and rewarding future through which humanity and the planet can flourish.
Survey is now open, please follow the link below. https://unihub.mdx.ac.uk/student-life/your-voice/student-feedback/postgraduate-research-experience-survey
Don’t forget as an incentive, for every survey that is completed Middlesex University will be donating £5 to your choice of one of three MDXSU sponsored charities so that you can make a real difference to some amazing causes.
DATE & TIME: 16th January, 12.30-1.30
LOCATION: W156, Middlesex University, London, NW4 4BT
Jayne Osgood (Middlesex University)
Keywords: feminist new materialism, Haraway, childhood research, affect, materiality, bodies
Abstract: This paper aims to reconfigure some entrenched ideas about early childhood by considering the possibilities that are generated when attention is turned to everyday habits, ordinary routines and mundane materials in early childhood contexts – that are integral to the ways in which we think. As a feminist researcher, moving from a decade-long preoccupation to critique, problematise and deconstruct to a place of embracing and enacting new materialist philosophy in my more recent work, I am confronted by a cacophony of ambivalences. There is little doubt that working with feminist new materialism presents certain ontological and epistemological shifts in the approaches that can be taken to think more expansively about our relational entanglements in early childhood contexts; it involves embracing uncertainty and not knowing. Yet, the traces of post-structuralism reawaken concerns that de-centring the human might somehow risk obscuring humanist concerns such as social class inequalities, racism, male privilege, the persistence of patriarchal systems. All issues that have a very real bearing on experiences of childhood, and therefore concerns that I want to keep central to my work. The more speculative and experimental approach to researching early childhood taken in my current research involves putting feminist new materialist philosophy into practice. In this paper I offer an account of the affordances that are made available by taking up Haraway’s figure of the ‘mutated modest witness’ and keeping in play one of the most signiﬁcant concepts in feminist epistemology, that of situated knowledge (Haraway, 1997). I argue that rather than diminishing humanist concerns this framework offers the means to exercise heightened ethical responsibility; a worldly responsibility (Haraway, 2008), where the researcher must be attuned to so much more than only the human actors in any given scenario. This approach celebrates the conceptual elasticity that feminist new materialism offers in a quest to not find nor seek solutions, but rather generate new ways to think about, and be in the world. Taking a small number of seemingly insignificant embodied and material events and haptic moments from one London nursery, and starting from materiality, I offer a generative account that seeks to work with Barad’s (2007:384) conceptualisation of ethics as onto-epistemological, as she states: ‘ethics is about mattering, about taking account of the entangled materialisations of which we are part, including new configurations, new subjectivities, new possibilities – even the smallest cuts matter.