Save the date! UK Creativity Researchers Conference 2020 #creativeHE

We are pleased to announce that our 2020 conference will be on Wednesday 27th May 2020, in London. Our 2020 event is organised as a joint collaboration by our founders Dr Lindsey Carruthers (Edinburgh Napier University), Dr Gillian Hill (University of Buckingham) and Dr Shelly Kemp (University of Liverpool). We are further delighted to advise that Bartle Bogle Hegarty (BBH) have generously agreed to host the event in their central London office.

 

We are delighted to say that our keynote speaker is Professor Roni Reiter-Palmon. Professor Reiter-Palmon is the Varner Professor of Industrial/Organizational Psychology at the University of Nebraska at Omaha. Her impressive research record includes a focus on creativity and innovation in the workplace, cognitive processes and individual differences that influence creative performance in individuals and groups, and the development of creativity and leadership skills. We are honoured that Professor Reiter-Palmon has agreed to attend our event, and look forward to welcoming her to the UKCR network.

 

Please look out for further information on our website: https://creativityresearchers.co.uk/ and follow us on twitter: @ukcreativity. We will shortly be putting out calls for presenters, posting the timetable for the day, and of course releasing details of how to purchase your ticket.

 

#UKCRC20 

 

Best wishes,

 

Lindsey, Gill and Shelly

 

  

Dr Shelly Marie Kemp

BSc PCTHE MSc PhD CPsychol SFHEA AFBPsS

 

Senior Academic Developer

 

University of Liverpool

126 Mount Pleasant

2^nd floor, Office 217

Mount Pleasant

Liverpool

L3 5TQ

 

Telephone: +44(0)151 79 5 8482

Extension: 58482

Web: www.liverpool.ac.uk

Twitter: @LivUniAcademy

e-mail: Shelly.Kemp@liverpool.ac.uk

 

Call for papers> Exploring visual representation of concepts in Learning and Teaching in Higher Education

Exploring visual representation of concepts in Learning and Teaching in Higher Education

Submission deadline – 30 May 2020

Editors:
Dr Charles Buckley and Dr Chrissi Nerantzi

Cite as: Buckley, C. and Nerantzi, C. (2018), “Exploring visual representation of concepts in Learning and Teaching in Higher Education”, International Journal of Management and Applied Research, http://ijmar.org/cfp008.html

In the forthcoming Special Issue we will explore the use various forms of visual representation within learning and teaching processes. The issue will highlight a number of innovative case studies and implications for practice relating to supporting students’ and staff’s learning and development in the context of Higher Education across the disciplines.

The use of images for communicating has been around since cave days and we now live in the most visual era of human existence. However, whilst the use of still and moving images has been spreading, especially since the wider use of social media and open practices in Higher Education in the UK and other parts of the world, there is a need to clarify and explore the benefits, potential challenges and barriers offered for learning through more creative visual representations. More and more, academics and other professionals who teach or support learning in universities are often intrigued to find out more about the potential offered through visual methods in their practice to enhance their teaching and create stimulating learning experiences for learners in face-to-face and online settings.

There has been a growing interest in using visual representation in teaching and work such as that of Mayer (2014) on Multimedia learning offers some guiding principles such as the various ways in which words and pictures can be used to enhance learning as does Jewitt’s (2012) approach to multimedia model of learning using digital technologies. The influential theory of Clark and Pavio (1991), the dual-coding theory, has also gained wide acceptance and suggests that it is easier to understand something when we combine verbal and non-verbal elements. The implications of this are obvious for teaching in most educational settings including university, especially with an ever- growing interest in enhancing learner experiences.

This Special Issue aims to go deeper in exploring the potential uses of visual representation in teaching and learning and the implications for practice in the context of higher education while showcasing the emerging work and research in this area from around the world.

We welcome articles from new and more experienced academic writers, practitioners and researchers who have been creating, using and adapting various forms of visual representation across the disciplines and professional areas. We also invitestudents who are using them for their learning at undergraduate, postgraduate or doctoral level, from around the world and would like to share their work with a wider audience through an open access issue to help us all gain new insights and deepen our understandings in this area.

We will consider the following types of contributions:

• Reflective articles (1000-3000 words)
• Research papers (3000-5000 words)
• Viewpoints (2000-3000 words)
• Innovative practice papers (3000-4000 words)
• We strongly encourage authors to include visual representations which relate to their work.

The deadline to submit your article is 30 May 2020. This Special Issue will be published in August 2020.

*Note to the UK academics, REF 2021 will consider open access publications (research articles), subject to evaluation of the article (not the journal) by panel’s external evaluators ( https://www.ref.ac.uk/media/1092/ref-2019_01-guidance-on-submissions.pdf ).

Guidelines For Authors

Papers must be original work not published elsewhere. The Journal has a preferred publication style ( http://ijmar.org/authors.html#6 ). Please submit your paper as an email attachment to submissions@ijmar.org.

Early submissions are encouraged and will be published ahead of the deadline. All papers will go through the double blind review process.

References

1. Clark, J. M. and Paivio, A. (1991), “Dual coding theory and education”, Educational Psychology Review , Vol. 3, No. 3, pp. 149-210. https://doi.org/10.1007/BF01320076
2. Jewitt, C. Bezemer, J and O’ Halloran, K. (2016), Introducing Multimodality, London: Routledge
3. Mayer, R. (2014), The Cambridge Handbook of Multimedia Learning, 2nd Ed., New York: CambridgeUniversity Press.

Check out the call online at http://ijmar.org/cfp008.html

We are looking forward to your contributions. Please feel free to share more widely with colleagues who may be interested.

Charles and Chrissi

Special Issue: Our Creative Self: Understanding perceptions of creativity in learning and teaching > The call for proposals is now open #creativeHE

Dear all,

We are delighted to announce a new call for papers on a subject very close to our hearts:

Our Creative Self: understanding perceptions of creativity in learning and teaching

 

The purpose of this special edition of the PRISM journal is to showcase the unique journeys that have led the contributors to embrace and discover their creative identities, in order to improve the lived experience of higher education for both learner and facilitator. Through a series of reflective accounts, original research articles and position papers, presented in a variety of formats, the special edition will challenge the notion that creativity is a niche practice that belongs only to those who define themselves as ‘creative’. Through exploring your perceptions and experiences of creativity, we hope to provide insights into how creative approaches are developed and disrupt barriers to the creative process.

 

We encourage you to analyse and reflect on your creative practices, to illustrate your unique path to becoming a congruent educator. Your stories and journeys will equip the reader with the necessary tools to develop congruence between their personal and professional selves, in order to foster critical awareness, curiosity and confidence in themselves and their learners.

 

You can find the full details of the call here: https://openjournals.ljmu.ac.uk/index.php/prism/announcement/view/12

 

The editorial team of this Special Issue

(Anna, Emma, Neil and Chrissi)

Share your practice and research via the ALT Winter conference > submit your proposal before the 18 Nov #LTHEevent

Call for proposals closes 18 November 2019

The ALT will take place online 11-12 December 2019. The conference provides ALT Members an opportunity to highlight the work they and their community have been involved with and to gain feedback from peers. As with previous years, the conference is designed to be a festival of learning with the aim of increasing the impact of Learning Technology for the wider community. You can find out more about the conference, and submit a proposal via the conference website. The format of the event is designed to be multimodal, encourages communication between attendees and presenters in advance of as well as throughout the conference and aims to cross boundaries like sector, geography and job role. We have three types of sessions plus a wildcard option if you would like to try another format: Webinar – 30 minute session (incl. at least 10 min for participant discussion or Q&A) Tweetchat – 30 minute twitter discussion (please include a #tag in your proposal) Edit-a-thon – 60 minute session where you facilitate collaborative editing and improvement of a resource (please include a link to the resource) Wildcard – Up to 60 minutes to do something in an alternative format of your choice The deadline for submissions is 18 November 2019. Proposals will be checked for eligibility, fitting within the chosen session type and programming restraints within each time slot. All authors will be notified of their acceptance or otherwise in w/c 18 November. To see the variety of topics covered in 2018, see last year’s programme: https://altc.alt.ac.uk/online2018/programme/ If you have any questions about the conference or are having problems with this form, please contact enquiries@alt.ac.uk. Do you know people that would like to take part? Please share this information among your networks and let them know about  what the conference has to offer – here are some suggested tweets: ALT’s Online Winter Conference 2019 Call for Proposals closes 18 November. Submit your proposal now – https://go.alt.ac.uk/2IySRnB #altc Register for FREE: ALT Online Winter Conference 2019, 11-12 December. For more information, visit – https://go.alt.ac.uk/online2019 #altc

 

Dr Maren Deepwell, SCMALT

Chief Executive

tel: +44 (0)1865 819124

twitter: @marendeepwell

skype: maren.deepwell

 

Association for Learning Technology (ALT)

Registered Charity Number 1160039

www.alt.ac.uk

Call for papers: Special Issue > The Playful Academic

Dear all,

Hopefully a few of you might be interested in this, as I know lots of you are playful academics yourselves J

The Playful Academic: Playful attitudes, approaches and activities in learning, teaching and research

Call For Papers for special issue of Journal of Play in Adulthood (full details on the journal website: https://www.journalofplayinadulthood.org.uk/news/7/)

Guest Editors

Rikke Toft Nørgård, Aarhus University

Alex Moseley, Leicester University

Josephine Eghave Midttun Solheim, Aarhus University

In academia and higher education, there has been little research considering playful attitudes, approaches and activities in relation to academic development, research practice, teaching and learning or other institutional practices. This special issue seeks to create an international and transdisciplinary dialogue around what it could signify and entail to be a playful academic as it is conceptualised and practiced through different attitudes, approaches and activities as well as the connections between them. The overall aim is to explore the transformative academic potentials and possibilities of playful academia in the broadest and deepest sense of this term.

The special issue seeks to explore and qualify both scholarly and practice-related understandings of what ‘the playful academic’ is and could be – as well as to discuss the complex relations between this and learning, teaching and research in relation to the present and future higher education landscape. Importantly, the call invites for contributions that are themselves playful academic acts and show the courage and curiosity to draw up alternative academic ways of for thinkers and practitioners to participate in a dialogue on this. Taken together, the purpose of the special issue is to connect thinking around and practice of the playful academic more closely to dimensions of learning, teaching and research and for higher education futures.

All in all, the special issue seeks to establish playfulness, playful practice and playful thinking as important perspectives within academia and higher education institutions. Here, the special issue provides a space for sharing knowledge on playful learning, teaching and research as well as putting forward to be more playful academics in the way we create and share knowledge on such topics. The goal is to both showcase and stimulate playful academic thinking and practice and contribute to theoretical and methodological development while also providing important studies, insights and results within the area that can inform and inspire future thinking and practice broadly.

The call invites for contributions on both the macro, meso and micro level as well as within the three different themes of (1) academic learning, (2) academic teaching, and (3) academic research (listed in more detail online: https://www.journalofplayinadulthood.org.uk/news/7/).

Article length

5000-8000 words for academic articles (including references) The full articles should adhere to the submission guidelines and processes outlined here:

 https://www.journalofplayinadulthood.org.uk/submissions/

Copyright informaton

The Journal of Play in Adulthood makes content available on an open access basis, with the default of a CC-BY 4.0 licence. Authors retain their own copyright of submitted material, simply licencing the journal to publish. No fees are charged to read, or to publish in, the journal.

Important dates

December 10th, 2019: Deadline for submitting abstract

January 10th, 2020: Notification of acceptance/rejection

July 1st, 2020: Deadline for submitting full paper

September 1st 2020: Review of papers

November 1st 2020: Submission of final versions

January 2021: Target publication date

Regards,

Andrew

Andrew Walsh MSc MCLIP FHEA FRSA CMgr MCMI

University Teaching Fellow, National Teaching Fellow

Academic Librarian for Education and Professional Development.

Editor of the Journal of Play in Adulthood.

https://www.journalofplayinadulthood.org.uk

Call for proposals: The Hidden Curricula of Higher Education (Advance HE)

AdvanceHE have a call for papers out for our publication “The Hidden Curricula of Higher Education”; a topic that Learning Developers could contribute much understanding to.

Proposal length: max 500 words

Submission deadline: Tuesday 29 October 2019, 5pm UK time

Key contact (editor): tim.hinchcliffe@advance-he.ac.uk

Further details: https://www.advance-he.ac.uk/hidden-curricula-higher-education

The Hidden Curriculum is a well-recognised phenomenon in compulsory education, acting as a “covert pattern of socialization” (Giroux and Penna, 2012). It concerns the knowledge, norms, values and attitudes that underpin the educational system and is conceptually used to explore the unstated rules of education, with notable enquiry from a number of perspectives such as functionalism, post-modernism and liberalism (Skelton, 1997).

 

Our aim with this publication is two-fold. The first is to reconcile where possible, existing knowledge and understanding of the hidden curriculum in compulsory education and transpose it to Higher Education (HE), whilst mitigating for and identifying HE’s own norms, values and beliefs. The second is to broaden the scope of enquiry to be inclusive of a wide range of students for whom unstated rules can significantly shape how they experience Higher Education.

Your proposal might focus on a particular group or groups of students, for example BAME, working class, autistic, care leavers, gender, mature and so on. Alternatively it might focus on more thematic or broader issues such as curriculum design, assessment, transitions, strategic planning, national policy, or lexicon. It could blend these or take an entirely different approach. All proposals must focus directly on the issues of learning and teaching.

We are seeking proposals for either evidence-based case studies of good practice, or thought leadership pieces on what the sector can do assist these student groups and/or tackle these issues of hidden curricula.

To be considered submissions should be no more than 500 words in length, fully referenced, and engage with the following three questions:

1. Which group(s) of students and/or thematic issue(s) do you propose to focus on?
2. Will you write an evidence-based case study, a thought leadership piece, or something else?
3. Outline your main findings and conclusions (for case studies), or line of argument and position (for thought leadership). Highlight why this is of particular interest and how it contributes to the sector’s understanding of the issue(s) raised.

Important dates to note:

 

Deadline	Activity
29 October 2019	Deadline for receipt of 500 word proposal, including title and abstract
8 November 2019	Invitations for full articles to be communicated
13 May 2020	Full articles due
May-June 2020	Review process
July 2020	Publication

The closing date for submissions is 5pm (UK time) on Tuesday 29 October 2019. Submissions and queries can be sent to the editor tim.hinchcliffe@advance-he.ac.uk clearly titled “Hidden Curricula in Higher Education”.

Further details can be found at https://www.advance-he.ac.uk/hidden-curricula-higher-education

Please share widely with networks / individuals who you think might be interested.

Kind regards,

Tim

 

Tim Hinchcliffe Senior Adviser Knowledge, Innovation and Delivery

first #creativeHE meetup in 19/20 > 14 Oct at @manmetuni in @growmeatfree

A warm and open invitation to join the very first #creativeHE meetup in 2019/20 on the 14th of October!

#creativeHE is an open collaborative community for creative and innovative practitioners which exists online at https://www.facebook.com/login/?next=https%3A%2F%2Fwww.facebook.com%2Fgroups%2FcreativeHE%2Fabout%2F  through which a series of events, conversations and courses are offered by the Centre for Excellence in Learning and Teaching (now University Teaching Academy) at Manchester Metropolitan University in partnership with Creative Academic and facilitators from a range of institutions nationally and internationally.

We will continue connecting, collaborating, experimenting and learning together online this year with practitioners and their institutions and organisations in the NW of England and further afield.

This meetup will take place at Manchester Metropolitan University on the 14th of October, 12-2 pm in the brand new and already very popular GROW cafe in the Business School (ground floor, North Atrium at the back) on the All Saints campus (Oxford Road). The focus of this meetup is to welcome colleagues and students new to the community and discuss plans for this academic year. You will also have the opportunity to purchase lunch or a drink if you wish from the GROW cafe.

We are very much looking forward to seeing you there. TABLES HAVE BEEN RESERVED FOR US.

More info about the #creativeHE initiative:

It aims to support pedagogical rebels and free-thinking innovators in experimenting with, developing, sharing and getting support for novel learning and teaching ideas as well as initiate and disseminate research activity around these that have the power to transform the student and staff experience within and beyond institutional boundaries.

This community is open to anyone who would like to join, academic staff, students and the wider public. All who have an interest in creative and innovative approaches to teaching and helping others learn.

We meet physically on a monthly basis, each time at a different institution. During our meetups, we will have the opportunity to get to know each other, share and grow new ideas, take risks and support each other in our creative adventures, experiment and play, as well as test and develop pedagogical ideas and identify ways to take them forward.

We will continue using the #creativeHE online community space which now supports and connects a global community. Furthermore, this space will offer additional opportunities for professional development through online discussions, events and courses that are organised through #creativeHE, the Creative Academic and the wider academic community. The openly licensed #101creativeideas project will help us collect and share our ideas and the pedagogic innovators project (#pin) to engage in related research activities.

The institutional contact will coordinate the monthly gathering and a booking system will be in place through CELT at Manchester Metropolitan University. If you would like to become a #creativeHE champion in your institution, please get in touch with us.

We are really looking forward to seeing you again online and locally,

Chrissi on behalf of the #creativeHE team

GREAT THINGS HAPPEN WHEN PEOPLE COLLABORATE TO LEARN TOGETHER