Please be in contact with Ms. Pulmu Föhr-Siltavuori at the study
affairs office. e-mail: firstname.lastname@example.org
Please also fill out the attached diploma request form and send it to
her. University of Art and Design, Hämeentie 135 A, 00560 Helsinki or
through scanner and e-mail.
I’ve attached the document for your convenience. Best of luck!
Diploma Request Form]]>
In case you have something else to promote the MA Program like Buttons for our websites or whatever. If you don’t mind share it with us or at least with me.
And one more thing which some might have recognised already. There is an official ePedagogy Twitter-Account. I will write more about that later on…
Here are some valuable Informations for students of ePedagogy Design. Especially for those students abroad, like in Germany, who are used to a better organised reenrolement procedure, with reminders, fixed fees (!), receipts and counter-receipts, the UIAH-way is a little puzzling.
This is the info I just received from the friendly Naoko Nakagawa:
Enrolment for the academic year (= informing TALSS office whether you will be “attending” or “not attending”) should be done every autumn by mid-September.
If you are going to be “attending”, you have to pay the student union fee by mid-September.
The exact price varies every year, but it is about 50 eur/term and about 100 eur/academic year.
If you are going to be “not attending”, you do not have to pay. But you still have to inform us about “being not attending”.
In this case, no ECTS points will be registered during this unpaid period.
You can not have any student benefits during this unpaid period, either.
If you do not inform us TALSS office by mid-September, you will lose your study right.
Our academic year is from 1 August to 31 July, autumn term 1 August – 31 Dec.
and spring term 1 Jan. -31 July. You have to inform us about the whole academic year, both
for the autumn term and the spring term, every autumn.
Around end-May every year we (TALSS office) send this enrolment information to all our degree Programmes
so that the staff (usually amanuensis) in each Programme can forward the information to our students.
As for checking the arrival of your money, sending the copy of your bank receipt to TALSS office is the only way.
It is a pity that the communication between ePedagogy students and the staff is not working well.
I will try to talk about this problem to the staff. But you know, I am just an office staff….
i was wondering what happened to the plans for the next international seminar…as i recall it was meant to take place at the Prado Media Lab in Madrid in the end of September or beginning of October. Any news about that?
I happen to be in Spain this summer and autumn, anyways, to study Spanish – preparing for my research in Peru in the beginning of next year! I need some information as soon as possible to be able to prepare something for the seminar and to know when I should be in Madrid…
What have you guys been doing so far?
greetings from Hamburg
Seminar (presence) will be held on Thursdays from 10:00-12:00 (german time), starting with April 9th to July 16th 2009
From the description:
A player is usually intrinsically motivated and angst-free to experience and practice new knowledge in a problem-oriented and highly contextualised manner, bound to fail and retry in a controlled artificial environment – and even has fun doing so.
If the factual, practical, or reflective game-knowledge could be transfered to the player’s everyday life, we’d have an ideal educational setting (or a bloody massacre) at hand.
The stunning visuals of contemporary computergames lead to a common fallacy in the understanding of play: We don’t play games because they resemble reality. We play them because they don’t.
This seminar deals with ludic simulations, known as games, from a practical, theoretical and reflective point of view. One goal is to shed light on inherent antagonistic sides of games and media in general: Rule-bound compliance and stability, as well as an appropriatable and configurable space of possibilities. Further questions concern the use of games and play for (educational) representation of complex systems or ethical behaviour.
Conceptually this seminar takes place in its second term and is related to Pedagogical Media Theory, a major of the international MA study ePedagogyDesign. Students who have visited the previous seminar “Games, Play and Education” (summer term 2008) or “Pedagogical Media Theory exemplified by Game Based Learning” (winter term 2008/09) and already know how to apply the key texts on cognition, media, games and play – i.e. learning theories, medium and form, theories of games and play – may use this lecture as project seminar and are invited to draft, design, realise and reflect on a game usable for educational purposes.
I’m still not quite sure how to manage this option parallel to the quite time consuming offline-seminar here in Hamburg; probably with an assessive colloqium as a start, loose support during the term, and an online work-in-progress presentation in the last third of the course.]]>
This term – winter 2008 – my seminar focussed on basics of media theory and their application to the understanding, use and creation of games in an educational frame. While my last seminar dealt mainly with learning theories and motivation, the view turned to media in general, in culture, communication and creation.
Taking a closer look at ‘New Media’ – networked digital media – isn’t simply learning about new channels for educative content. It may be a change from a receptive, interpretative, centralised form of communication to a configurative, collaborative, decentralised one. Both its’ (at this time) predominant traits, digitality supporting its role as recursive media-simulating metamedium, and networking supporting its role as global social medium, may influence the way we perceive information, knowledge and learning.
This seminar had a focus on ludic simulations, known as games and toys. These share some traits with digital media, but also may shed light on two inherent antagonistic sides: Rule-bound compliance and stability, as well as an appropriatable and configurable space of possibilities.
The seminar was divided into three parts:
First, theories of media and cognition by Marshal McLuhan, Scott McCloud, Niklas Luhmann, Gregory Bateson, Heinz von Foerster and Bertold Brecht, spiced up by examples and questions. What defines a medium? What medium is suited for which kind of content? How does a medium influence one’s cognition and culture?
Second, theories of game, play and gamedesign by Gregory Bateson, Brian Sutton-Smith, Roger Caillois, Johan Huizinga, Gonzalo Frasca, Chris Crawford and Kurt Squire, with samples abound. Questions here are: What defines a rule based game, what free playing? What can be ‘learned’ by playing, seen from a media theoretical point of view? How can games support educational intentions?
Third, project work including the conceptualisation, realisation and reflection of an edcuational game.
Participation was moderate, compared to 2008 summerterm’s “Games, Play and Education”, with about 22 students from Hamburg and one student from Helsinki (via Skype).
Since I received strong positive feedback on the project-oriented structure of the seminar, but this time also had to cover a wide range of media theory, I stocked up the amount of texts to read, often dividing the students into two groups to read – and present – two different texts each session. In hindsight this didn’t work out as planned, since many texts – like Luhmann, McLuhan or Bateson – were both important for the conceptual understanding of media, but also quite hard to grasp. Discussion among students were also hindered. Future seminars will be held with one (or less) text per session, but accompanied by a small list of questions to direct the students’ attention to core concepts. Smaller or easier texts can still be read in multiple groups, as long as the subject is closely related to provide for a lively controverse discussion.
What I deemed quite successful for the topic of media theory was the example of diverse non-mainstream-media to represent strengths and weaknesses of media, like micro-content-videos (commoncraft-show), comics (McCloud), common seminar situations, and (digital) game examples. Translating educational content into an unfamiliar form provided by game requirements also proved inspirational for the students, who came up with six quite diverse projects, ranging from dedicated analog card-games to shooter-modifications to design-concepts.
Remarkable: Last term there were only digital game projects (one excellent one lost due to HD-crash!)of mostly analytical or conceptual nature; this time there was a dominance of analog game projects, which, due to their nature as handicraft-projects, got finished, and were testplayed by the seminar. I hope I can put them up in our Wiki.
There was also the experiment to use a shared wiki, with Ralf and Christina working on related or quite disparate topics. Creating (an, any) order to prevent the wiki slipping into chaos is quite the challenge, especially if the scrutiny of order and categorisation themselves is one of the main topics of the seminars. We’ll see how this’ll turn out over the next terms.]]>
Do you know where I can find information about what courses are going to be available for this term? (it would be also interesting to know when they start). I’ld be spetially interested in the ones offered in Hamburg…
Thanks in advance!]]>
long time no see. I met Grant several times in my seminar and Ina. But especially from the ones who are a bit more far away I don’t hear anything. But hey, thats not right. There is one whom I’m following through his daily life. It’s Owen, even though he’s far away. Why? It’s because he’s using Twitter.
Whats that? The following Video could give you an answer.
And hey, there are more of us ePedagogys on Twitter. Now I’ll try to make a list:
And, guess what, there are a lot of other interesting people on Twitter. User the twitter search to find topics and people you are interested in.
If you’ve got a twitter account as well, please write a comment and check if it might be interesting to follow one of the other ePeds…
Greetings from Hamburg,
PS: Happy Birthday to this Blog. It is three years old this month!]]>
Recipient: Sampo Bank
IBAN: FI 838 000 127 066 774 5
your money won’t reach a valid account because of an invalid SWIFT-Code and recipient.
Naoko Nakagawa, the current International Student Counsellor at the UIAH, (email naoko dot nakagawa at taik dot fi), mailed me the correct data for making your money order work:
“When you pay the student union fee by bank transfer from a bank account outside of Finland, please remember that your bank will charge handling fee. The handling fee depends on the bank, and it can be very
expensive in some countries. So please make sure that you pay enough when you pay by bank transfer. Please also note that TOKYO’s bank also takes about 10 Euro as handling fee when receiving the student union fee if the money is sent from countries where euro is not used. So please make sure
that you pay enough when you pay by bank transfer. Please keep your receipt.
Fee: 48 € (as for spring term 2009) + your bank’s handling fee
Message-field on the money order form: Student’s first name and family name + date ofbirth
Recipient: Taideteollisen korkeakoulun ylioppilaskunta
Bank account: 800012-70667745 Sampo Bank
IBAN-number: FI 838 000 127 066 774 5 (the first two are alphabetical letters ‘fi’)
Bic/Swift code: DABAFIHH
Anyone can start a Twine about anything, and invite members. Members can post things there: essays, but also urls, media, and anything that can be stored on the web. Each post can be tagged, shared and commented on. Even better there is a Firefox bookmarklet that you can use to post any web page you are reading to the Twine of your choice, tagging it and adding a comment as you go.
This means that groups like ours can create shared libraries of interesting online material, and then link it through posting essays of our own that draw threads between various posted links and media.
Obviously I managed to get an invitation, and I have just invited everyone whose email address I had to hand. If you have not been invited (Wey hasn’t for one because I didn’t have his email address in Airset for some reason) then email me and I will invite you. This also applies to all the new students. Mail me at email@example.com with the subject Twine ePed and I will invite you straight away.
It seems much neater in lots of ways than other attempts to create such an online shared library, and I think that we should try it to see what use we can make of it.
Web 2.0 and onwards!]]>