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Future Tense - the Goldsmiths Learning and Teaching Conference 18 May 2012

17 May 2012

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Pete Roberts
19 April 2012

Goldsmiths Learning Enhancement Unit is hosting an international conference to profile individuals or groups of staff and projects, that have shaped, challenged or shifted learning and teaching in their higher education contexts. There will be space and opportunity for engaging with potential futures of technology-enhanced learning as well as interrogating what familiar concepts such as ‘interdisciplinarity’ and ‘research-based teaching’ really mean in practice.

In an exciting collaboration, Martin Conreen, who lectures in Goldsmiths' Design Department, and Mark Miodownik, Professor of Materials and Society at University College and Royal Institute Christmas Lecturer, will be giving the keynote.

Other key speakers include education campaigner and journalist Melissa Benn, Glasgow School of Arts education leader Professor Linda Drew, Goldsmiths cultural scholar Professor John Hutnyk, audio learning innovator Andrew Middleton and Kings College neuroscientist and Wellcome Collection adviser Richard Wingate.

The event is free - but you must register -  and you may be able to get funding to attend.

A note from me on Cloudworks...

I first encountered Cloudworks while studying on H800 last year, so this seemed like a good place to create a space around the event.  I think I might be a little rusty, so any feedback on my attempt is most welcome!

 

Extra content

Future Tense: Keynote

The Importance of Stuff

Mark Conreen
Goldsmiths, Department of Design
Mark Miodownik
University College London, Materials Research Group
The development of the silicon chip fifty years ago was the materials science innovation that sparked the information technology revolution. Such new materials do more than transform technology, they change behaviour and shape the urban landscape, from our cities, to our hospitals, to our homes, to our art. Thus, materials are a defining characteristic of society: its history, culture and economic welfare. As a result materiality is one of the central themes of study in every university. However in contemporary universities the scientists involved in making new materials (e.g. physicists, chemists, materials scientists) very rarely get involved with those who study the cultural & environmental significance of materials (e.g. humanities academics and social scientists), and are often further distanced from those who use materials (e.g. designers, nurses, medics, engineers, and architects). This has a serious detrimental effect on the teaching culture of universities and their capacity to engage with the wider world, since many of the important issues of contemporary society, such as health, security, climate change and economic sustainability, require a multi-disciplinary approach. This talk describes a project to build a Materials Library and to use the stuff it contains as a material language to engage in a multidisciplinary approach to teaching.

Pete Roberts
15:35 on 19 April 2012 (Edited 15:38 on 19 April 2012)

Endnote

Researcher-Led Teaching

Richard Wingate
Kings College London
Universities are centres for both research and teaching and while the teaching research nexus is defining of higher education, it is also sometimes problematic when teaching and research are juxtaposed as different practices or values.  Given the tensions that tend to divide research from teaching (and researchers from teachers, in some cases)  is vital to know how the teaching of practicing researchers might be different from the teaching of their non-researcher counterparts.
Over the last few years, we have explored the barriers that our students encounter when studying primary research. In doing so, we have found ourselves increasingly looking at what we as researchers offer that is distinct. What ‘researcher’-led teaching appears to give is access to a unique perspective and positioning – a specific, subject-orientated gaze rather than simply access to more complex or sophisticated content. Skilful researcher-led teaching is thus personal, reflective and rooted in the complex interaction between the researcher and their subject knowledge. 
In this talk, I will explore some of our inquiry into teaching and learning in research-rich education settings. Specifically, do researchers have the distinctive potential to teach their students in ways that ‘teachers’ cannot? This question points towards a model of researcher- (or more generally, expert-) led practice where learning/teaching and research are treated synonymously.

Pete Roberts
15:36 on 19 April 2012 (Edited 15:37 on 19 April 2012)

Embedded Content

The GLEU team look forward to Future Tense

The GLEU team look forward to Future Tense

added by Pete Roberts

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