31. Advantages and disadvantages of experiments with ultrashort two-color pulsesMatija Stupar, 2020, doctoral dissertation Abstract: Advances in the development of lasers have led to a new class of radiation sources generating coherent, tunable, ultrashort light pulses in the spectral region ranging from infrared to soft X-rays. This includes high-order harmonics generation in gas (HHG), on which relies the CITIUS facility at University of Nova Gorica (Slovenia), and free-electron lasers (FELs), such as the facility FERMI at Elettra-Sincrotrone Trieste (Italy). The distinctive structure of HHG and FEL radiation paved the way to time-resolved experiments, which are performed to investigate events occurring on a short, or very short, temporal scale, from picoseconds to femtoseconds.
This work focuses on the advantages and disadvantages of some experimental techniques based on using these novel light sources to investigate the microscopic and/or ultrafast dynamics of matter samples, which have been previously driven out of equilibrium.
Advantages rely on the implementation of various applications based on two-color schemes and, more specifically, include the possibility of acquiring two-dimensional frequency maps, measuring electrons’ effective masses, or investigating electronic properties decoupled from the influence of the lattice. Particular focus will be put on experimental methods relying on photoelectric effect and photoelectron spectroscopy. In all experiments, we took advantage of one or more specific properties of HHG and FEL sources, such as controllable chirp, to study laser dressed states in helium, variable polarization, to study electronic properties of iron-based pnictides and ultrashort pulses (< 10 fs) to study the purely electronic dynamics in transition metal dichalcogenides.
On the other hand, the study of the interface between a molecule and a topological insulator revealed some intrinsic limitations and physical drawbacks of the technique, such as spurious effects originating from the high power pulses, like multiphoton absorption and the space charge effect, or the reduction of experimental resolution when pushing for shorter and shorter pulse durations. Some disadvantages are also connected to the current state-of-the-art in the field of ultrashort laser systems, where a trade-off needs to be found between repetition rate and laser power.
Finally, state-of-the-art experiments based on the ability to generate ultrashort pulses carrying orbital angular momentum in visible, near-infrared as well as extreme UV range will be presented. The use of these pulses opens the door to the investigation of new physical phenomena, such as probing magnetic vortices using extreme ultraviolet light from a free-electron laser or imprinting the spatial distribution of an ultrashort infrared pulse carrying orbital angular momentum onto a photoelectron wave packet.
Keywords: ultrafast lasers, two-color experiments, photoemission, high-order harmonic generation, free-electron lasers, hot-electrons dynamics, surface science, pump-probe photoemission, ultraviolet photoemission, orbital angular momentum
Published in RUNG: 02.12.2020; Views: 5523; Downloads: 148
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32. MAST, master modul in art, science and technology : podMAST - podcasts in Art, Science and TechnologyPeter Purg, Lange TeenaAbstract: podMAST is a series of open conversations among relevant voices from the crossings of Art, Science and Technology. Springing from an apparent need for (archiving and reflecting) in-depth knowledge about this timely crossover, it shall remain publicaly accessible to incite dialog with other interested practitioners and thinkers. Also it is to serve as study material for the newly developed international Master Module in Art, Science and Technology (MAST) of the project www.mastmodule.eu.
Keywords: Art, Science, Technology, discussion, conversation, podcast, practitioner, theory, practie, critical
Published in RUNG: 20.10.2020; Views: 3614; Downloads: 0
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33. MAST Education and Policy Workshop : Hybrid Interfacing Academyother performed works Abstract: he key aim was to discuss the potentials of the Art-Science-Technology blend in higher education for pedagogy, research and especially radical innovation. The workshop identified assets among the participants, apply them to discerned needs and opportunities, in order to prototype both formal and non-formal implementation formats for a common European future in A-S-T education. The workshop included primarily academics as well as policy-makers, including the student's view and employers from a broad range of CCIs including the NGO sector. The workshop explored the viability of policy support and potential change to instigate a positive integration of the A-S-T innovation methodology.
SPEAKERS:
Peter Friess – Future Media, Social Network Innovation, Science-Technology-Arts / Media Policy, European Commission, DG Connect, Brussels, Belgium
Sanja M. Bojanič – University of Rijeka, Academy of Applied Arts, professor and vice-dean, executive director of CAS SEE, Croatia
Christophe De Jaeger – Director GLUON, BOZAR Programme Manager BOZAR Art & Research, Brussels, Belgium
Jana Javornik – Director at the Higher Education Directorate, Ministry of Education, Science and Sport, Slovenia
Olivera B. Sretenovič – University of Arts in Belgrade, Faculty of Applied Arts in Belgrade, Serbia
Sašo Sedlaček – Vice-dean for R&D at Academy of Fine Arts, University of Ljubljana, Slovenia
Peter Purg – MAST project lead, University of Nova Gorica School of Arts, Slovenia (workshop moderator)
Facilitated by prof. Peter Purg, PhD, Akademija umetnosti Univerze v Novi Gorici
Location: Live on Mast Facebook page from Kersnikova Institute, Ljubljana
Keywords: education, policy, innovation, art, science, technology, European
Published in RUNG: 08.10.2020; Views: 3594; Downloads: 0
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34. Exploring innovation challenges through Art, Science and Technology : MAST SYMPOSIUM 2020Tere Badia, Peter Purg, Vivianne Hoffman, Michela Magas, Marko Peljhan, unpublished conference contribution Abstract: The goal of the panel discussion was to bring together policy makers, artists and academics, to debate about the interdisciplinary challenges of open innovation in the interface of the Arts, Sciences and Technologies. Artists and designers shape another relationship between science, technology, and human beings, this dialogue stimulates innovation centred on transversal competencies and unconventional thinking. The combination of artistic research and participatory design strategies is key to find divergent approaches to sustainable development of science and technology, and to transform their social and economic impact. It is necessary to create a context of possibility for the development of skills, knowledge and tools from experimental and collaborative environments, as well as research methods in art, social sciences, sciences and technology, and cultural studies.
The discussion focussed on critical, ethical and sustainable ways of cross-collaboration between art-science-technology and the available and needed policy instruments to develop collaboration between artists, academia and industry. Participating speakers:
Viviane Hoffman – Deputy Director-General for Education, Youth, Sport and Culture, European Commission
Barbara Stacher – European Commission, DG EAC, Cultural Policy Unit
Michela Magas – Innovation catalyst who bridges the worlds of science and art, design and technology, more
Marko Peljhan – Media artist, professor and entrepreneur – new media arts and technology, more
Peter Purg – Assoc. Prof. PhD, University of Nova Gorica School of Arts, MAST project leader
Moderated by: Tere Badia, Culture Action Europe
Keywords: hybrid, academy, symposium, art, innovation, science, technology, europe
Published in RUNG: 08.10.2020; Views: 3435; Downloads: 0
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35. MAST Hybrid IA showcasePeter Purg, Simon Gmajner, exhibition Abstract: This video takes you on a tour through the minimalist "Hybrid IA" exhibition at Kersnikova Institute, Ljubljana, Slovenia (September 22-23, 2020), touching upon some key events and ideas of the MASTmodule-eu project. Presented by dr. pETER Purg, University of Nova Gorica, MAST project lead; and Simon Gmajner, Kersnikova Instite ((half-minute teaser at https://vimeo.com/460459703))
Keywords: mast, interdisciplinary, art, science, technology, showcase
Published in RUNG: 08.10.2020; Views: 4149; Downloads: 0
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37. Digital Humanities and Fine Arts Studies at the University of Nova GoricaAleš Vaupotič, unpublished conference contribution Abstract: In the occasion of release of the book about manifestation Real Presence will be held between 3rd and 8th of October series of events, including talks, presentations, performances, workshops and exhibitions in which will take part international and Serbian artists. Friday, 4.10.2019 - 3 - 6 pm - in the Belgrade City Library, Knez Mihailova Street 56 - Present Academy symposium. Participants: Alberto Gianfreda, Associate Professor, Brera Academy, Milan; Alessandra Saviotti, PhD candidate - Liverpool John Moores University & Tutor - ArtEZ University of the Arts, Arnhem; Christian Sievers, Associate Professor, Academy of Media Arts Cologne; Nemanja Nikolić, Assistant Professor, Faculty of Fine Arts, Belgrade, Saša Tkačenko, Assistant Professor, Faculty of Architecture, Novi Sad, Aleš Vaupotič, acting head of the Research Centre for Humanities / University of Nova Gorica; Narvika Bovcon, Associate Professor, Faculty of Computer and Information Science / University of Ljubljana; Milenko Prvački, Senior Fellow - Office of the President - LASALLE College of the Arts - Faculty of Fine Arts; Jacob Tonski, Associate Professor, School of the Art Institute of Chicago. The book: https://issuu.com/maximilianmauracher/docs/realpresence_2019_2
Keywords: digital humanities, art, science, pedagogy
Published in RUNG: 08.10.2019; Views: 4080; Downloads: 0
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38. Quality Assured Across Borders of Disciplines and Cultures : Two cases on developing open and progressive curricula in the arts (MAP programme, MASTmodule.eu) and a discussion on how to assure their quality.Peter Purg, 2019, published scientific conference contribution abstract Abstract: Abstract (full):
Within the international master study programme of Media Arts and Practices (MAP) the University of Nova Gorica School of Arts is currently developing an interdisciplinary module in Art, Science and Technology (MAST) within a diverse partnership of two further universities and three NGOs. Both curriculum development projects were funded by the European Commission for their progressive, even disruptive character. If MAP (2011-2014), developed within the ADRIART.net project, was to join four countries as well as several artistic and media production fields creating a new partnership model and a contemporary employment profile, MAST (2018-2020) now seeks to root the art-thinking paradigm deep into the innovation process outside university. In order to reinvent better and meaningful futures for the society at large the dominance of the technological and the scientific approach is to be balanced out by the artistic openness and radical difference. This in turn mirrors the structure of the MAST curriculum – not only that its outcomes are unprecedented and tuned onto most progressive priorities of the Europen Union. The syllabus reminds of the innovation process itself, building a new module-specific graduate profile of an “innovation catalyst’.
The abovementioned two cases will be interpreted on the background of ‘The Standards and Guidelines for Quality Assurance in the European Higher Education Area’ (ESG) as the primary setting of their development and implementation, while the ‘internal’ quality aspect shall be prioritized. The discussion will predominantly refer to the design and approval of programmes, but also present some novel solutions in student-centered learning, teaching and assessment. After touching upon a relevant recognition issue, the public impact and meaning of such programmes will be considered more broadly.
As far as the design and approval of programmes (ESG 1.2) are concerned, the Guidelines point out that curricula should be designed „in line with the institutional strategy“ which often proves a paradox – a new academic programme development may instigate radical institutional change from the bottom-up, such that is unlikely to occur through the conventional top-down approach. The MAP project involved four university partners, of which two accredited the master programme fully as such (Croatia and Slovenia) and two participated therein merely with partnership modules. While the Slovenian partner gradually modified its strategic priorities as a (fairly small) art school throughout the project's three years, the bigger Croatian national art academy would let the MAP programme remain insulated from other programmes, preventing the curricular innovations and new teaching and learning methods from spreading to other programmes. This eventually led to inter-institutional conflicts and a closure of the programme in 2018 after three years of its running. Even if all invlved universities „involved students and other stakeholders in the work“ and the MAP programme contained „well-structured placement opportunities“ (ESG 1.2), its sustainability was evaluated low also in the case of the Italian and Austrian partners, since most of the MAP curricular structures eventually proved too open and progressive for their traditional acdemic environments. The Graz Technical University (Austria) returned in the MAST project again to enter a new, more contemporary alliance, founded on their bilateral continuity with the University of Nova Gorica, and their strategic priority of developing interdisiplinary programmes. The latter has in 2014 also established and continues to lead a South-Eastern-Europe wide CEEPUS network of ten art academies named ADRIART.CE (Belgrade, Budapest, Graz, Nova Gorica, Krakow, Rijeka, Split, Sarajevo, Belgrade, Skopje, Sofia), three of which presented its core that developed from the MAP partnership (www.ADRIART.net/ce). Besides Nova Gorica and Graz, the MAST partnership involves one further university (Madeira University, Portugal) and three NGOs (the renowned Kapelica Gallery from Slovenia, the Croatian Cultural Allience and the Europe-wide network Culture Action Europe).
The ESG standard 1.3 on student-centred learning, teaching and assessment suggests that the programme delivery should „encourage students to take an active role in creating the learning process, and that the assessment of students reflects this approach.“ The MAP programme manifests this approach in several novums such as the 'Progress Track' module, where students critically peer-reflect on their academic progress along three semesters, or the 'Studio' module that brings into the programme external art (and later in MAST also science and/or technology) practitioners. It also treats contemporary topical issues that relate to the European topics such as e.g. 'The Future of Work' as well as to the profile of the cohort, their course selections and career orientation. A continuous 'Carrier Module' (MAST being one of them, others are Film, Animation, New Media, Photography and Contemporary Art Practice) in the MAP programme supports the student's „flexible learning path“ along three semesters of gradual academic progression: After exploring the chosen realm, and then defining own topical interest and method, the student focuses on her or his area of artistic (or interdisciplinary) investigation, in order to complete the Master Thesis (that includes a theoretical thesis and a practical project) in the fourth semester, all to encourage „a sense of autonomy in the learner, while ensuring adequate guidance and support from the teacher“. In the case of MAST the students shall each year be faced with the semester-long 'Challenge' course that is to keep them deeply involved in a real-life innovation process brought in from NGOs or companies, along with their expert mentors, or evaluators (in assessment committees, programme boards etc).
Both MAP and MAST curriculum development projects focussed importantly on the issue of „fair recognition of higher education qualifications, periods of study and prior learning, including the recognition of non-formal and informal learning“ (ESG 1.4). This was to not only support but also promote mobility of staff and especially students, since both curricular structures instigate international as well as inter-sectoral collaboration: if the academic experience of students and their career prospects is to be advanced, a dynamc flux and interaction of students, (external) mentors and (university) teachers needs to be preserved at both entry and exit points to the programme (or module). Only this way the positive public impact and meaning of such programmes (ESG 1.8) can be kept transparent – not only to be accounted for, but also actively steered towards actual social and economic relevance! Study programmes that matter to all stakeholders – the students, the universities and the employers, including a broader public, need to be kept open for manifold talents and apply progressive interdisciplinary teaching and learning methods, attracting experts and tackling real-life challenges across disciplinary sectors, and national borders.
Keywords: arts, pedagogy, quality assurance, curriculum development, science, technology
Published in RUNG: 11.09.2019; Views: 4369; Downloads: 0
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