Welcome Back Skype - get ready!

We are looking forward to the Welcome Back Skypes on Friday and Saturday. If you have not Skyped with Adesola before you have to send a Skype contact request to Adesola. We can not find you, you have to send a message to us. If you are not in a Skype group titled for the date of the Welcome Skype you want it means Adesola does not have your Skype address/contact yet.

For those who are missing the welcome Skypes - all information is in the Handbooks (Skypes and campus sessions are not compulsory). But if you want to hear more about the sessions go to the blogs, read and comment there to continue the conversations in the Skypes etc...

Welcome back Skypes - January 2020

We have Skypes to start the term off - these are induction/reminder Skypes. These are particularly important for those starting the course and a good reminder for those coming back to a new Module.

The Skype times are:
Friday January 24th - 5pm 
or
Saturday January 25th - 2pm 
(times in London)

Please indicate below in the comments which you would like to attend. Make sure it is clear in your comment who you are!! Make sure you have sent a Skype request to Adesola prior to the call date.

Stay inspired

It is the Winter break for students. We are busy marking and doing the administrative stuff of preparation for the new term. There will be less/no email contact but watch Helen and my blogs for posts for up-coming new term events (and check emails for welcome pack if you are new to the programme.)

Please check your University emails for anything the Uni might be in contact with you about!
Maybe see you at the Module Three presentations

Meanwhile let's keep inspired:-

Please put links to Ted talks or art work or other inspiring or art making/thought provoking things in the comments.

Where am 'I' in this... (writing in First person)

We ask you to writing in First person because you are the filter through which you are experiencing life and making meaning. This is seeing a constructed world in which you are the builder. We need to know who is doing the building – you need to present. This raises questions about what is truth – is it more ‘true if I writing the building was the best thing every built’ or if I write ‘I felt the building was the best construction I had walked into.’ Is the building better because you are out of the sentence? 

We have to ask where we stand on truth, learning, facts – objective truth. Here is montage of videos and questions that together an assemblage for addressing the ethics of where ‘I’ am in what I write…  

Lying is a corporative act so is truth... 

https://www.youtube.com/watch?v=P_6vDLq64gE&t=197s

Truth – learn from history for the better of the world – there is objective truth...

https://www.ted.com/talks/deborah_lipstadt_behind_the_lies_of_holocaust_denial/up-next?language=en#t-24829

https://www.ted.com/talks/deborah_lipstadt_behind_the_lies_of_holocaust_denial/up-next?language=en#t-24829

and so for me kindness is key 

But what about being kind has the danger of being gullible... (swearing below!!)

  

https://www.youtube.com/watch?v=9U4Ha9HQvMo

....truth... 

https://www.youtube.com/watch?v=C4Uc-cztsJo&t=115s

(digital) literacy becomes important...

https://www.youtube.com/watch?v=Dceyy0cX6J4

‘…gave us access to everything but it also gave everything to us… discriminate between the things that genuinely matter and the' rhetoric 'of life…’ 

Where you are in all this determines what it means... so you need to be present in it when you write about it. That is why we ask you write in first person. 

What do you think?...

Finding your own words to explain a point you are making

Some great examples of researching the feedback I gave 'don't interrupt your sentences with quotes you can put into your own words'. Sophie (BAPP)  then went away and researched this ideas and sent me the follow examples: 

Examples of Paraphrasing rather than direct quotations
EXAMPLE 1
BEFORE:

This follows the emphasis Lo et al place on student variations as they explain

“Crucial is a deep and thorough understanding of the different ways by which students come to acquire the capability targeted”. (2002, p. 4).

AFTER:

This follows the emphasis Mun Ling Lo et al place on student variations. They explain how vital it is to understand how contrasting capabilities require adjustable targets. (Lo et al, 2002, p. 4). 

EXAMPLE 2

BEFORE

Twyla Tharp explains that this type of Tacit knowledge

'doesn't need to be accessed through conscious effort'. (Tharp and Reiter, 2006 p 65.) 

AFTER

Twyla Tharp, author of 'The Creative Habit' (Tharp and Reiter, 2006 p 65.) explores this type of tacit knowledge which she characterises as automatic, non-verbal and sensed rather than articulated. 

Wednesday Dec 4th2019 - Online Skype session with DAN4760 Module three focus: The ways ideas can be communicated.

Sorry we are going to have to cancel tonights Skype 

Wednesday Dec 4^th2019 - Online Skype session with DAN4760 Module three focus  

Topic: The ways ideas can be communicated.

8pm (time in London)

Please comment below if you are going attend, please also include your thoughts on the topic or current research /reflection you are doing. This is so people can prepare before the conversation by look at and researching each other’s ideas and reflections.

Sunday Dec 1st - MAPP Monthly Skype discussion group

Sunday Dec 1st - MAPP Monthly Skype discussion group 

8pm (Time in London) 

Please comment below if you are going attend, please also include your thoughts on the  current research /reflection you are doing. This is so people can prepare before the conversation by look at and researching each other’s ideas and reflections.