151. Shaking Komiža NarrativesPeter Purg, Adam Whitehall, Lavoslava Benčič, Dorian Mataija, 2013, artistic work Abstract: This video work documents "an inter-media and site-specific percussive opinion on the Mapping Komiža Narratives ( adriart.net/mapping-komi-narratives ) show/exhibition on 12.9.2013 at the Reading room (Čitaona) of Komiža, island of Vis, Croatia, by pETER Purg, together with Lavoslava Benćić (mobile phone; digi-theremin) and Dorian Mataija (shakers, keyboard/sampler)."
The video was shot by Adam Whitehall (also credited for the Spieldose-background-theme-WeAreTheChampions), the piece was collectively evolved, coordinated by pETER Purg.
"With the support of the Lifelong Learning, Erasmus, Programme of the European Union. These videos reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."
Keywords: video, experiment, percussion, narrative, intermedia, sound
Published in RUNG: 06.07.2016; Views: 5952; Downloads: 0 |
152. Expectations in Responsive SpacePeter Purg, 2013, scientific film, scientific sound or video publication Abstract: These responses by the students and mentors were gathered at the "FOReCAST" (Responsive Art in Public Space) workshop at the Graz University of Technology, Institute of Contemporary Art, Graz (Austria) 2014, conducted within the ADRIART.net project.
The guiding questions were:
- "What do you expect from this workshop?" asked on the first day of the face2face stage (May 6) after a 3-week online collaboration phase; and
- "What was the most important thing that happened to you at this workshop?" asked at the last day (May 16).
Interviewed, shot and edited by pETER Purg, May 2014.
Shot in HD with ActionPro SD20F minicam.
This video is part of a large-scale collective methodology reflection of the teachers involved in several "mobilities" (workshops across the region) of the ADRIART project, "Advancing Digitally Renewed Interactions in Art Teaching".
More about the workshop: adriart.net/mobility-2014-graz .
Visit adriart.net and join facebook.com/adriart.net to stay tuned.
"With the support of the Lifelong Learning, Erasmus, Programme of the European Union. These videos reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."
Keywords: ADRIART, student expectations, needs analysis, research, video, experiment
Published in RUNG: 06.07.2016; Views: 4168; Downloads: 0 |
153. Panther im NebelPeter Purg, 2014, artistic work Abstract: Inspiriert von Nietzsche, Strauss, Rilke und ..
Aufgenommen & geschnitten am 17.12. 2013 ..
Musik: Richard Strauss, Don Quixote, OP. 35 Var VII.
Keywords: video, montaža, panter, Rilke, Nietzsche, Strauss, Kihot
Published in RUNG: 06.07.2016; Views: 3943; Downloads: 0 |
154. Poročilo o podaljšanju akreditacije univerzitetnih študijskih programov druge stopnje »Analiza evropske socialne politike«, »Diplomacija«, »Družboslovna informatika«, »Etnične študije«, »Evropske študije«, »Kulturologija – kulturne in religijske študije«, »Mediji in pravo«, »Mednarodni odnosi«, »Novinarske študije«, »Obramboslovje«, »Odnosi z javnostmi«, »Politologija – balkanske študije«, »Politologija – politična teorija«, »Strateško tržno komuniciranje«, »Svetovne študije«, »Upravljanje javnih in neprofitnih organizacij« in »Varnostne vede«Peter Purg, Kenton Lewis, Anthony Fisher Camillieri, Bogomir Mihevc, Ana Pleško, 2016, expertise, arbitration decision Abstract: Skupina strokovnjakov je sklep o imenovanju in gradivo za presojo prejela16. 1. 2015.
Obisk zavoda je bil opravljen med 3. in 6. marcem2015 in je potekal po urniku, ki je bil usklajen z vodstvom visokošolskega zavoda. Skupina strokovnjakov je na pripravljalnem sestanku, ki je potekal dne 17. 2. 2015, uskladila vsebinska in organizacijska izhodišča za evalvacijski obisk.
Pregledano gradivo je vsebovalo dokumente, ki so predvideni v Merilih za akreditacijo in zunanjo evalvacijo visokošolskih zavodov in študijskih programov (v nadaljevanju: Merila za akreditacijo).
Skupina strokovnjakov je z elektronsko komunikacijo in pripravljalnim sestankom izvedlapriprave na obisk in kasneje pripravila skupno poročilo o podaljšanju akreditacije študijskih programov.
V razgovorihna obisku so sodelovali:
- vodstvo fakultete (dekan, prodekani, tajnik, predsednica komisije za kakovost),
- člani Komisije za samoocenjevanje kakovosti in Komisije za akreditacijo in razvoj študijskih programov,
- skrbniki presojanih programov,
- učitelji presojanih programov,- študenti presojanih programov,
-študenti funkcionarj-predstavniki delodajalcev in diplomantov presojanih programov
- predstavniki strokovnih služb zavoda,
- predstavniki Komisije za študijske zadeve, Komisije za učbenike, Habilitacijske komisije, Komisije za varstvo pravic delavcev, Disciplinske komisije, Komisije za spremembo pravil in Komisije za etiko.
Skupini strokovnjakov so bili zagotovljeni odlični pogoji za delo. Omogočen ji je bil vpogled v ključne dejavnosti fakultete in vso potrebno dokumentacijo. Organiziran je bil ogled prostorov fakultete. Omogočen je bil tudi dostop do intranetnih strani fakultete in spletnih učilnic.
Na podlagi vseh predloženih dokumentov in informacij, pridobljenih v razgovorih z izbranimi skupinami izpraševancev, je skupina strokovnjakov oblikovala sklepne ugotovitve, ki jih je ob koncu obiska predstavila vsem zainteresiranim deležnikom.
Večina pogovorov je potekala v angleškem jeziku. Pri celotnem poteku evalvacijskega obiska je bil prisoten tolmač.
Keywords: presoja, kakovost, FDV UL, družbene vede
Published in RUNG: 06.07.2016; Views: 5228; Downloads: 0 |
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156. “LESSONS LEARNED” (PARTIAL TEST DEPLOYMENTS REPORT) : ADRIART PROJECTTomislav Brajnović,, Peter Purg, Daniela Brasil, Alessandro Bordina, Miljana Babić, 2014, other monographs and other completed works Abstract: The report consist of individual test-run reports by participating teachers and consortium-level observers that gathered qualitative and quantitative data through short interviews, surveys and QA questionnaires mostly with students, but also among themselves. A joint evaluation is delivered and a “lessons learned” compendium published, offered digitally through the project’s dissemination system (mostly newsletter and website-promotion), and spread locally through the teaching communities – also partly entering the professional article as “experience report” (see next deliverable). These reports and the “lessons learned” were discussed and confirmed in the below structure at the September 2013 meeting, organised by P4. Notably, a total of three sceintific or porfessional articles were (to be) published (as separate deliverables) refereing to the lessons learned in this project, refering to the summative experience of the project.
Keywords: Curriculum, module, course, study programme, degree, international, comparison, study, national, studio, MA
Published in RUNG: 05.07.2016; Views: 4884; Downloads: 215
 Link to full text |
157. TRANS-NATIONAL, INTERDISCIPLINARY ENTREPRENEURSHIP MODULES IN HIGHER EDUCATION – PEDAGOGIC DREAM OR LOGISTICAL NIGHTMARE? : LESSONS FOR HIGHER EDUCATION MANAGERSRosemary Borup, Peter Purg, Dalia Rimkuniene, Vesa Hautala, Lesley Drumm, 2015, published scientific conference contribution Abstract: This abstract is based on project contributions from partners in, Lithuania, Slovenia, Finland and the UK. The members from partner countries are as follows:
- Slovenia, University of Nova Gorica, Dr. P.Purg
- Lithuania, Vilnius Business College, Dr. D. Rimkuniiene
- Finland, University of Turku, V.Hautala
- UK, Staffordshire University, L.Drumm
There is no lack of evidence that Europe places a high importance on entrepreneurial education:
“Europe needs more entrepreneurs, more innovation and more high-growth SMEs. This is why it is necessary to stimulate the entrepreneurial mindsets of young people. The important role of education in promoting more entrepreneurial attitudes and behaviours is now widely recognised.” [1].
“The European Commission is committed to promoting education for entrepreneurship at all levels” [2].
This paper introduces the key interim findings of the IDEATE project[3] which aims to provide a new approach to including entrepreneurial education into Higher Education programmes through the development and delivery of a trans-national, interdisciplinary module delivered through intensive learning mobilities (workshops).
This paper is written halfway through the IDEATE project, after two student mobilities, involving 16 students from 4 Universities. The students were from varying study programmes including Law, ICT, Creative arts and Bio-medicine. The paper reflects on the practical stages of the module development, and compares experiences from the 4 EU Universities[4], including the validation process, the selection of students, the development of a common syllabus and common assessment, as well as the acceptance of the module as part of the learning plan of each student. It will not include the student experience in detail as this will be analysed after the second (2016) cohort, and will be the subject of another publication. Instead it focuses on the potential benefits, enablers and barriers to HEIs working with this new pedagogic approach, and constructs some lessons learned for those managing HE provision.
Keywords: inter-disciplinary education, pedagogy, innovative curricula, entrepreneurial education.
Published in RUNG: 24.06.2016; Views: 4891; Downloads: 0
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158. IDEATE: a serious interplay of disciplines and culturesPeter Purg, 2016, published scientific conference contribution abstract Abstract: Based on both quantitative and qualitative findings after two course runs in 2015 and 2016, the article will evaluate key
aspects of the IDEATE.me entrepreneurship workshop model – as serious play. In the IDEATE course university students from
four different countries and disciplines respond together to a contemporary challenge of global social significance,
eventually presenting a full product or service prototype. As a media-technology supported ecosystem, the blendedlearning
pedagogy offers space for particular gamification strategies, such as social and narrative suspense, win-win
oriented competition, conceptual way-finding, new-territory mapping etc. Seeking balance between own disciplinary
autonomy and exploring new roles, the students of IDEATE play along to navigate intercultural and interdisciplinary
environments, permeated by new electronic media – but still relying on body-in-space. Addressing teachers and university
managers, the entrepreneurial pedagogy of IDEATE will unfold on the background of the "eculog" paradigm (M. Giesecke),
suggesting a timely understanding of interdisciplinary communication and collaboration.
Keywords: entrepreneurship, pedagogy, new media, media ecology, eculog
Published in RUNG: 24.06.2016; Views: 4585; Downloads: 0
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159. New Collaboration Forms in Site-specific Blended Courses Abroad: : Lessons Learned in the ADRIART.net Curriculum Development ProjectPeter Purg, Daniela Brasil, 2016, original scientific article Abstract: A condensed programme of international courses with site-specific focus was developed as part of the collaborative art study programme Media Arts and Practices. Among higher-education partners from Italy, Austria, Croatia, and Slovenia the collaboration crossed the realms of new-media and contemporary art, film, animation, photography and scenography. Aiming at art pedagogy practitioners including art-school managers, who plan to develop or implement similar forms of intensive courses or programmes, the article discusses several key phenomena emerging among different stakeholders of the artistic or media-production education process. A plethora of research-and-development data, gathered along the three years of the collaborative study programme provision and intensive short-term course deployments, were condensed into lessons-learned that focus around the aspects of (blended) course design, interdisciplinary teaching and production methods, academic feedback and critique, as well as impact on local stakeholders. By shedding multi-layered light at site-specific art pedagogy along four short case-comparisons (from Graz, Komiža, Rijeka, and Venice), the article reflects an important trend in the arts—increasingly hybrid, multidisciplinary practices. It shows how social and (aesth)ethical change is well possible within a culturally reflected art pedagogy-cum-production setting that can materialize a collective and meaningful impact on a specific site, and its social tissue.
Keywords: Site-specific, Academic Experience Abroad, Collaboration
Published in RUNG: 23.05.2016; Views: 4940; Downloads: 0
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