Sibyl Moholy-Nagy: Architecture, Modernism and Its DiscontentsEszter Polonyi
, 2019, review, book review, critique
Found in: ključnih besedah
Summary of found: ...art history, modernism, architectural history, the Bauhaus, pedagogy, gender studies...
Keywords: art history, modernism, architectural history, the Bauhaus, pedagogy, gender studies
Published: 10.12.2020; Views: 1373; Downloads: 0
Fulltext (513,81 KB)
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.
Found in: ključnih besedah
Summary of found: ...prototype. As a media-technology supported ecosystem, the blendedlearning
pedagogy offers space for particular gamification strategies, such...
Keywords: entrepreneurship, pedagogy, new media, media ecology, eculog
Published: 24.06.2016; Views: 3431; Downloads: 0
Fulltext (1,61 MB)
TRANS-NATIONAL, INTERDISCIPLINARY ENTREPRENEURSHIP MODULES IN HIGHER EDUCATION – PEDAGOGIC DREAM OR LOGISTICAL NIGHTMARE?Lesley Drumm
, Vesa Hautala
, Dalia Rimkuniene
, Peter Purg
, Rosemary Borup
, 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.” .
“The European Commission is committed to promoting education for entrepreneurship at all levels” .
This paper introduces the key interim findings of the IDEATE project 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, 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.
Found in: ključnih besedah
Summary of found: ...inter-disciplinary education, pedagogy, innovative curricula, entrepreneurial education....
Keywords: inter-disciplinary education, pedagogy, innovative curricula, entrepreneurial education.
Published: 24.06.2016; Views: 3539; Downloads: 0
Fulltext (342,97 KB)
Quality Assured Across Borders of Disciplines and CulturesPeter 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.
Found in: ključnih besedah
Summary of found: ...arts, pedagogy, quality assurance, curriculum development, science, technology...
Keywords: arts, pedagogy, quality assurance, curriculum development, science, technology
Published: 11.09.2019; Views: 2095; Downloads: 0
Fulltext (1,97 MB)
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
Found in: ključnih besedah
Keywords: digital humanities, art, science, pedagogy
Published: 08.10.2019; Views: 2054; Downloads: 0
Fulltext (118,46 KB)