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Re-Usable Learning Objects (RLOs)
PLEASE READ:
RLOs are multi-media files designed to help people learn what is
usually a small chunk of material. They are often introductory. They
can contain PowerPoint slides, video, audio and text (HTML) files. Producer RLOs will only run on
Internet
Explorer. They contain audio material and so you will need to
connect speakers or headphones. Allow the browser to run 'active
content' if it warns you -- this is only the stuff behind the controls
on the video and audio panels. The RLOs that permit HTML have a link to
this page (usually displayed under the slides or on the text panels).
Others will require you to use the back arrow (or the drop-down next to
it) to get back to the start page.
Xerte is the name of a new software package
constructed by Nottingham University UK. It looks like many RLOs will
be
standardised on Xerte in the future, since a number of powerful UK
bodies seem keen on it -- like JISC. Xerte has the great
advantage of running on any browser, but you can get problems
downloading a Xerte RLO
because it contains Action Script and some
systems block Script. You might well be warned about downloading any
script, just as you are with the Producer RLOs above. Again, the actual
Script is used to move the pages and work the controls for video and
audio, so it should be entirely safe. Viewers decide when to changes
pages to move on, so there is no need for us to specify a running time
The ones listed here have been designed by Ian Gilhespy and Dave Harris
on a number of themes:
NEW!! We have grouped some RLOs and made them the basis of a new
module. All the documents, including learning outcomes, suggested
teaching strategies, assignments and so on are collected into folders.
Links to those folders will be placed on JORUM as well, as a contribution
to the initiative to add open learning content, via the bid organised
by C-SAP
Click to see the folders page here
Research
Methods and Approaches
Academic
Arguments:
how
to
criticise
them
and
do
your
own
Dave Harris
Xerte RLO
This RLO describes and justifies the conventions used in academic
argument, and considers two main theories which list the basic
ingredients of good argument (from Toulmin and Habermas). It has some
interactive bits and an audio commentary on one page. As with other
RLOs there are references to other articles or books and you might need
to get your eye in with reading academic articles -- we have an RLO on
that in the study skills section below.
Autoethnography
Producer RLO
Dave Harris
This RLO introduces autoethnography by
discussing criticisms of conventional ethnography from a
poststructuralist perspective. It then outlines some examples of
autoethnographic work (including some on coaching and running). The
sequence ends by criticizing autoethngraphy in turn -- including
poststructuralist critique of autoethnography itself and its
assumptions about selves and knowledge. There is a list of references
and follow-up reading in the RLO itself, including links to several
pieces of work summarized in reading guides on this website.
Approximate length: 11 minutes
A
Critical
Discussion
of
Autoethnography
Xerte RLO
Dave Harris
A Xerte version of the one
above. Compare them and see which one you prefer! I outline the claims
made by advocates of autoethnography, show some examples of
autoethnographic work (largely in Sport), then offer a critique based
on poststructuralism
A Brief Introduction to Semiotics
Producer RLO
Authored by Ian Gilhespy
This learning object may be viewed or listened to as an
introductory piece concerning the role of semiotics in relation to
research methods or as a starting point for understanding an approach
to analysis usually associated with media/cultural studies that has
applications to leisure and sport more generally. It may be useful to
consume this learning object alongside the object about the status of
visual data in the study of leisure and sport.
Approximate
length:
7
minutes
References
and
Further
Reading
:
Banks, M. (2001) Visual Methods in Social Research.
London:Sage
Barthes, R. (1977) Image, Music,
Text. London:Fontana
Emmison, M. and Smith, P.
(2002) Researching the Visual.
London: Sage
Gilhespy, I. (2006) The Status of Visual Data in Research Methods for
Sport, Leisure and Outdoor Adventure Programmes. The International Journal of Hospitality,
Leisure, Sport and Tourism Education www.heacademy.ac.uk/hlst/resources/johlste/vol5no2
Rose, G. (2003) Visual Methodologies
London:Sage
Semiotics
Xerte RLO
Ian Gilhespy
A Xerte version of the above -- see which one you prefer.
Research
Methods--Exercise1 participant observation
Dave Harris
Xerte RLO
This is the first in a series of exercises in learning research methods
by trying them out in a preliminary way. You follow through the
exercise, looking at some professional examples, thinking out what to
do, trying it out, then reflecting afterwards. The idea is to
complement alternative approaches to teaching research methods which
begin with the philosophical issues. This one explores some of the
issues in using participant observation. You might want to follow it up
with some further work once you have thought through the basics (maybe
the RLOs on autoethnography or on visual research?)
Research Methods--Exercise 2 systematic
observation
Dave Harris
Xerte RLO
This one gets to examine the techniques used in systematic observation
studies (the examples cover policing, classroom teaching and coaching).
We criticially analyse the details of the technique - then try it out
for ourselves and learn 'from the inside'.
Research Methods --Exercise 3 interviewing
Dave Harris
Xerte RLO
This exercise gets into some of the practicalities of interviewing and
invites people to work at the pilot stage in threes, to
interview, be interviewed, and observe.
Research Methods -- Exercise 4
questionnaires
Dave Harris
Xerte RLO
This file is pretty introductory and basic and, like the others gets to
some 'craft' issues and urges practice. I have managed to link
it, right at the end to another RLO below on sprucing up quetionnaires,
which is a bit more advanced. I would also suggest you pursue the
issues with all of these research methods exercises by having a look at
the online methods database for more
advanced discussion.
Interviews and questionnaires
Producer RLO
Authored by Ian
Gilhespy
This is one of a series of learning objects that relate
to research methods in the social sciences and, therefore, has a broad
application even though examples are drawn from sport and leisure. This
object focuses on some of the practical issues in actually writing or
asking appropriate questions.
Approximate
length:
13
minutes
References and Further Reading
Gratton, C. and Jones, I. (2004) Research Methods for Sports Studies
London:Routledge.
May, T. (1997) Social Research.
Issues, Methods and Process. Buckingham: Open University Press 3rd
Edition
Silverman, D. (1993) Interpreting
Qualitative Data: Methods for Analysing Talk, Text and Interaction.
London: Sage
Silverman, D. (ed) (1997) Qualitative
Research:
Theory,
Method
and
Practice. London:
Sage
Veal, A. (1992) Research Methods in
Leisure and Tourism. London:
ILAM/Longman
Introduction: positivism and interpretivism
Producer RLO
Authored by Ian Gilhespy
This is one of a family of reusable or digital learning
objects that relate to the conduct of research methods. At a
very
basic
level,
it
introduces
some
material
about
the
differences
between
positivist
and
interpretivist
frameworks
of approaching the
gathering of data.
Approximate length: 16 minutes
References and
Further Reading
McNeill, P. and Chapman, S. (2005) Research
Methods. London:
Routledge
3rd
Edition
May, T. (1997) Social Research.
Issues, Methods and Process. Buckingham: Open University Press 3rd
Edition
Silverman, D. (1993) Interpreting
Qualitative Data: Methods for Analysing Talk, Text and Interaction.
London:
Sage
Silverman, D. (ed) (1997) Qualitative
Research:
Theory,
Method
and
Practice. London:
Sage
Introduction to
Visual Data
Producer RLO
Authored
by
Ian
Gilhespy
This is one of a series of learning objects that relate to research
methods in the social sciences. This object
includes an evaluation of the status and role of visual data in
research methods relating to sport, leisure and outdoor adventure. The
argument is developed that there is scope for greater sophistication in
the analysis of visual data, including mediated data. The claim is made
that student research practice may benefit from the teaching of
research methods that includes an emphasis on the analysis of visual
data, in particular semiotics. A separate learning
object introduces approaches to
semiotics in more detail.
Approximate
length:
24
minutes
References and
Further Reading
Banks, M. (2001) Visual Methods in Social Research.
London:Sage
Barthes, R. (1977) Image, Music,
Text. London:Fontana
Emmison, M. and Smith, P.
(2002) Researching the Visual.
London: Sage
Finn, M, Elliott-White, M. and Walton, M. (2000) Tourism and Leisure Research Methods.
Gilhespy, I.
(2006) The Status of Visual Data in Research Methods for Sport, Leisure
and Outdoor Adventure Programmes. The
International
Journal
of
Hospitality,
Leisure,
Sport
and
Tourism
Education www.heacademy.ac.uk/hlst/resources/johlste/vol5no2
Whannel, G. (1992) Fields of Vision: Television Sport and
Cultural Transformation. London:
Routledge
Horne, J. et al (1999) Understanding
Sport. An Introduction to the Sociological and Cultural Analysis of
Sport London: E. & F.N.Spon
Making Sense
Producer RLO
Authored
by
Ian
Gilhespy
This is
one of a series of learning objects concerning research methods. This
object contains an introduction to the reasons why scientific
models of making sense differ from rival approaches such as astrology,
religion and common sense all of which offer ‘preconceived theories’
with which to understand our experience
Approximate
length:
15
minutes
References
and
Further
Reading:
Gratton, C. and Jones, I. (2004) Research Methods for Sports Studies
London:Routledge.
May, T. (1997) Social Research.
Issues, Methods and Process. Buckingham: Open University Press 3rd
Edition
Popper, K. (1965) Of
clouds and clocks : an approach to the problem of rationality and the
freedom of man. Arthur Holly Memorial Lecture.
Silverman, D. (1993) Interpreting Qualitative Data: Methods for
Analysing Talk, Text and Interaction. London:
Sage
Silverman, D. (ed) (1997) Qualitative
Research: Theory, Method and Practice. London:
Sage
Some
Thoughts on Positivism
Xerte RLO
Ian Gilhespy
A commentary on positivism, supplemented
by a Radio 4 talk on the history of positivism chaired by Lord Bragg.
Spruce Up
Your Questionnaires
Xerte RLO
Dave Harris
A short RLO that discusses the 3 major
omissions which are commonly found in student questionnaires and
suggests ways to remedy the problem.You might also want to look at the
basic RLO on questionnaires above?
Visual Research
Xerte RLO
Dave Harris
This is an RLO that discusses some recent
visual research in ethnography (in Leisure and Tourism), and links to
some useful resources at the end. The RLO reflects some wider work on
critically discussing visual research techniques, some of which should
be published soon.
Leisure
and Sport
Consumerism
--
Exploitation
or
Expression?
Producer RLO
Dave Harris
This RLO uses a number of images, including some in advertisements, to
introduce some of the debates about consumerism. Some analysis is
offered on how advertisements actually communicate strategically with
consumers. For some theorists, consumerism represents the worst kind of
ideological mechanism, binding people to capitalism by deeply affecting
their desires.There is also a more optimistic view, stressing how
people are able to use consumer goods to create new identities. The RLO
includes a list of additional reading and reference material.
Approximate length: 23 minutes
Edgework
Producer RLO
Dave Harris
This RLO has a summary of a key article by Lyng on 'edgework',
explaining the pleasures and processes involved in 'extreme' sports,
and a clip from a commercial video illustrating some breathtaking
snowboarding exploits.The Introduction has some suggested exercises for
students.
Approximate length: the video takes about 4 minutes to watch, but
reading the summary of the article might take longer
Further reading on the issue of pleasure can be found via the reading
guides on this website on the Sociology of
Leisure page
Introduction to the Commercial Sector in Leisure
Producer RLO
Authored by Ian
Gilhespy
This
learning object introduces approaches to thinking about the commercial
sector in leisure. Attempts at defining the sector are outlined
alongside some of the key characteristics too. Leisure
products
are
differentiated
from
leisure
services.
Approximate
length:
35
minutes
References and Further Reading
Baker,
M.
(1992)
Marketing.
An
Introductory
Text. Basingstoke: Macmillan
Gratton, C. and Taylor, P (2000) Economics of Sport and Recreation.
London:E.& F.N.Spon
Roberts, K. (2004) The Leisure
Industries London: Sage
Torkildsen, G. (2002) Leisure & Recreation Management. London:E.& F.N.Spon
Jenkins,
J.
&
Pigram,
J.
(2004)
Encyclopedia
of Leisure and Outdoor Recreation. London: Routledge
Is Sport a Good Thing 1
Producer RLO
Authored by Ian
Gilhespy
This is the first of two digital learning objects that
examine some of the assumptions that are often made about the wider
social role and impacts of sport. The first of these discusses the role
that sport may or not play in the maintenance of healthy bodies. There
is an outline of some of the sceptical views entertained by some
members of the medical community and represented here by Chief Medical
Officer in Britain. The absence of
material about sports injuries is also noted.
Approximate length: 12 minutes
References and Further Reading
Coakley,
J.
(1998)
Sport in
Society: Issues
and Controversies. Boston: McGraw Hill
Roberts, K. (2004) The Leisure
Industries. London: Sage
www.publications.doh.gov.uk/cmo/
Is Sport a Good Thing 2
Producer RLO
Authored by Ian Gilhespy
This is the second of two digital
learning objects that examine some of the assumptions that are often
made about the wider social role and impacts of sport. This object
contains a discussion and interrogation
of the view that participating in sport
can turn us into better people, into better citizens. Certain forms of
sport were once encouraged as a form of moral
education. Questions are raised as to whether the ‘lessons’ of sport
are taken into everyday life. The work of Jay Coakley is highlighted
Approximate length: 13 minutes
References
and
Further
Reading
Aitchison
C (2001) 'Gender and Leisure: Research and the
Codification of Knowledge' in Leisure
Sciences 23: 1—19
Anderson,J. (2001) Gender Issues in
Work and Leisure. Eastbourne: Leisure Studies Association
Coakley, J. (1998) Sport in Society:
Issues and Controversies. Boston: McGraw Hill
Frost, L. (2001) Young Women and the
Body: A Feminist Sociology Basingstoke: Handmills
Hargreaves, J. (1994) Sporting
Females. London: Routledge.
Leisure and Enterprise
Xerte RLO
Dave Harris
This one considers the prospects of making lesiure into a business and
examines three famous examples -- Sony, Nike and Disney. It can be seen
as a companion RLO to the one on Enterprise
Macdonaldization
Producer RLO
Dave Harris
This RLO consists of a talk on Ritzer's
famous work on Macdonaldization, with a list of additional references
and further reading (mostly in the form of reading guides to various
pieces, collected on the Sociology of Leisure
page on this website).
There is another RLO which follows and discusses Ritzer's later
work on disenchantment: the format is a
talk and a list of references and follow-up reading again.
Approximate length: 10 minutes for Macdonaldization, 16 minutes for
disenchantment
Policy
Xerte RLO
Ian Gilhespy
This RLO discusses various meanings of the
term 'policy' and considers some implications for analysis.
Policy and
planning
Xerte RLO
Ian Gilhespy
An introduction to some basic concepts from welfare economics,
including externality, market failure and public good. The concepts are
then applied to some examples from leisure policy
Products and Services in the Experience Economy
Producer RLO
Authored by Ian
Gilhespy
This
is
the
second
of
two
learning
objects
designed
to
introduce
some
themes
about
leisure
services.
It should be viewed or listened to in relation
to the learning object that introduces the commercial sector of
leisure. The object develops material about the differences between
products and services, in particular, by defining key features of
services
Approximate
length:
14
minutes
References
and
Further
Reading:
Coalter, F. (2000) Public and commercial leisure provision: active
citizens and passive consumers? Journal of Leisure Studies.
Volume 19 Number 3
Gratton, C. & Taylor, P. (2003) The
Economics
of
Sport
and
Recreation
Haywood, L. (1995) Community Leisure
and Recreation. Oxford: Butterworth Heinemann
Jenkins, J. & Pigram, J. (2003)
Encyclopedia of Leisure and Outdoor Recreation. Melbourne:Routledge
Risk and Leisure
Xerte RLO
Dave Harris
This RLO begins with a discussion of general theories of risk and 'risk
society', then moves on to look at risky leisure activities. Examples
include motorcycling, drug taking and extreme sports.The pleasures are
discussed, and there is also material on how risks are managed by the
individuals concerned -- explained away, denied, or rationalised. Some
policy implications are pursued.
Sport and Gender 1
Producer RLO
Authored by Ian
Gilhespy
This
learning object introduces the idea that both sport and gender need to
be viewed critically as concepts that have emerged in particular social
and cultural situations. Examples of females athletes are used to
illustrate the point that the history of sport needs to consider the
role of women as well as men. The object concludes by listing the six
genders.
Approximate
length:
7
minutes
References and
Further Reading
Holt, P. (1989) The History of Sport Oxford: Oxford University Press
Jacobs, B. (2004) The Dick Kerr’s
Ladies. London: Robinson Press
Williams, J. (2003) A Game for Rough
Girls. London: Routledge
Sport and Gender 2
Producer RLO
Authored by Ian
Gilhespy
This
learning object develops the theme that gender may be viewed as a fluid
category of human life rather than a fixed one. Sport is examined
critically in terms of its capacity to nurture and develop gender
identities. The role of sports policies in encouraging access of
sporting opportunities is reviewed in this context. The role of sport
at secondary school is also reviewed alongside the changing perceptions
of the desirability of women’s participation. There
is a British focus to this material.
Approximate
length:
13
minutes
References and
Further Reading
Coakley, J. (1994) Sport and Society St Louis: Mosby
Press
Roberts, K. (2004) The Leisure
Industries. Basingstoke: PalgraveMacmillan
Scraton, S. (1989) Boys Muscle in where Angels Fear to Tread in F.
Coalter (ed) Freedom and Constraint.
London:Comedia
Woodhouse, J. et al (2000) An Inclusive National Curriculum. The
Experience of Adolescent Girls Physical Education & Sport Pedagogy, Volume 5, Issue 1 2000 , pages 4 - 18
Leisure and Social Stratification
Xerte RLO
Dave Harris
This
one considers social stratification (social divisions of class, gender,
ethnicity, age) and the relations with leisure.Rates of participation,
and likes and dislikes, both seem to be related to social divisions of
this kind, but the actual extent of the relation is debateable. Leisure
activity always used to be a classic way of indicating your social
origins as well as reinforcing them -- men did one type and women
another, the classes varied as well. A recent study ( 2008) is
summarised as well as some more classic work on these topics.
Thinking about the National Parks 1
Producer RLO
Authored by Ian Gilhespy
This RLO is intended to introduce the topic to Leisure and Out6door
Recreation students at Certificate level
Reference
Gilg, A. (2002) Countryside Planning, London: Routledge
Thinking About 'Nature' in Relation to Outdoor
Leisure
Producer RLO
Authored by Ian
Gilhespy
This learning object
examines how we think about nature, in particular in relation to the
meanings we invest in nature during our outdoor
recreation. The object develops the theme that the ways we think about
nature bear the marks of a range of intellectual and religious
inheritances. It is these inheritances that allow us to think of
ourselves as both separate from but engaged with nature. The
complexities and implications of this relationship are discussed. There
are links in this material to the learning object about semiotics too.
Approximate length: 8
minutes
References and Further Reading:
Byrne, D. (2003) Envisioning
Emotional Epistemological Information. Gottingden: Steidl
Franklin, A. (2004) Tourism: An Introduction London: Sage
MacNaghten, P. and Urry, J. (1998) Contested
Natures London: Sage
Rojek, C. (1995) Decentring Leisure.
London: Sage
Williams, R. (1973)The
Country and the City, London, Chatto
and
Windus,
Understanding Leisure Consumption 1
Producer RLO
Authored by Ian Gilhespy
This is the first of a suite of
digital learning objects that explore concepts and issues relating to
the consumption of cultural and leisure experiences. The aim of this
object is to set the terms of reference for the exploration.
Approximate length: 15 minutes
References
and Further Reading
See No.6 below
Understanding Leisure Consumption 2
Producer RLO
Authored by Ian
Gilhespy
This is
the second in a suite of learning objects concerned with the
consumption of leisure and culture. The object briefly reviews the work
of the F.R.Leavis, the Frankfurt School
and the C.C.C.S.
Approximate length: 12 minutes
References
and Further Reading
See No.6 below
Understanding Leisure Consumption 3
Producer RLO
Authored by Ian
Gilhespy
This digital learning object is
one of a suite of complementary learning objects that look at concepts
of quality and evaluation in leisure and culture. This object considers
the perspectives that emerged in the 1960s concerning the leisure
society, the supposed problems of mass culture and leisure as well as
the responses of new artists and cultural entrepreneurs to both
commercial and elite forms
Approximate length: 10 minutes
References
and Further Reading
See No.6 below
Understanding Leisure Consumption 4
Producer RLO
Authored by Ian
Gilhespy
This is one of a suite of digital
learning objects concerned with matters relating to taste, quality,
judgement and satisfaction. This particular object looks at some of the
critiques of taste that emerged fro the 1960s onwards including a brief
account of the work of Pierre Bourdieu. The implications for public
policy are presented too
Approximate length: 11 minutes
References
and Further Reading
See No.6 below
Understanding Leisure Consumption 5
Producer RLO
Authored by Ian
Gilhespy
Developing
the
themes
from
the
work
of
Bourdieu,
this
object
takes
in
perspectives
from
the
field
of cultural economics before examining the emergence of
postmodernism and populist perspectives. Throughout the object, the
theme of evaluation is maintained.
Approximate length: 14 minutes
References
and Further Reading
See No.6 below
Understanding Leisure Consumption 6
Producer RLO
Authored by Ian
Gilhespy
This is the sixth in a suite or
family of digital learning objects. It concludes a discussion about the
evaluation of cultural texts and points the way towards a series of
criteria that may be adopted or used for evaluation.
Approximate length: 15 minutes
References and Further Reading
Adorno, T.(1991) The Culture Industry: Selected Essays on Mass
Culture. London:
Routledge ( see also reading guide)
Arnold,
M.
(1970)
Selected Prose London:Penguin
Austen-Smith, D.(1994) On Justifying Subsidies to the Performing Arts. Journal
of
Cultural
Economics Volume 18 Number 3
Bauman, Z. (1992) Intimations of Postmodernity. London:
Sage
Bennett, O.(2001) Cultural Pessimism. Narratives of Decline in the
Postmodern World. Edinburgh:
Edinburgh
University
Press
Bourdieu, P. (1985)Distinction: A Social Critique of the Judgement
of Taste. London:
Routledge and Kegan Paul
Burgeon-Renault, D. (2000) Evaluating Consumer Behaviour in the Field
of Arts and Culture Marketing. International Journal of Arts
Management Volume 3 No.1. Fall 2000 p 4-18
Bramham,P. (1995)Community Arts in Community Leisure and Recreation.
(ed) Haywood, L. London: Butterworth-Heinemann
Brown, S. (1999)Postmodernism: The End of Marketing in 'Rethinking
Marketing. Towards Critical Marketing Accountings Brownlie, D,
Saren, S. Wensley,R. and Whittington, R eds London:
Sage
Brunsdon, C. (1990) Problems with Quality. Screen 31 (1)
Buckingham, D. (1993) Moving Images Understanding Children’s
Emotional Responses to Television Manchester:Manchester
University
Press.
Connor, S.(1997) Postmodernist Culture. London:
Blackwell
Diggle, K.(1988) Arts Marketing London:
Rhinegold.
Eliot, T.S.(1948) Notes Towards the Definition of Culture. London:
Faber
and
Faber
Engel, J. and Blackwell, R.(1982) Consumer Behaviour. New
York: Dryden Press.
Fitzgibbon,M. (2001)Managing Innovation in the Arts. Preserving
Environmental Uncertainty - The Case of the Druid Theatre Company, Ireland.
International Journal of Arts Management.
Volume 3 Number 3 2001 pp-25-37
Frith, S. and Savage, J. (1993) Pearls and Swine – the Intellectuals
and the Mass Media. New Left Review. 198
Frith, S.(1997) Performing Rites: On the Value of Popular Music.
Oxford:
Oxford
University
Press
Harris, D.(1992) From Class Struggle to the Politics of Pleasure. London:
Routledge
Harvey, S.(1997) Television and Democracy. Unpublished mimeo. Leisure
Studies Annual Conference.
H.M.S.O.(1992) A Creative Future. London:Her
Majesty's
Stationary
Office
H.M.S.O.(1993) Scottish Charter for the Arts. London:Her
Majesty's
Stationary
Office
Hoggart, R.(1958) The Uses of Literacy. Penguin:Harmondsworth
Hutchinson, R. and Forrester S. (1987) Arts Centres in the United
Kingdom. London:
Policy
Studies
Institute
Jenkins, C & Sherman, B.(1981) The Leisure Shock. London.
Eyre
Methuen
Lane, J. (1995)The Public Sector. Concepts Models and Approaches.
London:Sage
Leavis, F.R.(1930) Mass Civilization and Minority Culture
reprinted in Education and the University(1979). Cambridge:
Cambridge
University
Press.
Lewis, J. (1990) Arts, Culture and Enterprise.
London:Routledge
Looseley,D. (2000) Facing the Music:French Cultural Policy from a
British Perspective. The International Journal of Cultural Policy. Volume
7
Number
1
2000
pp115-129
Loudon, D and Della Bitta, A. (1988) Consumer Behaviour. Singapore:McGraw
Hill
MacCabe, C. (1974) Realism and the Cinema – notes on some Brechtian
Theses. Screen 15 (2) ( see also reading
guide)
McArthur, C. (1978) Television and History. London:
British
Film
Institute
McGuigan, J. (1992)Cultural Populism. London:Routledge
McGuigan, J. (1996)Culture and the Public Sphere London:Routledge
Mulgan, G. (1990) Television’s Holy Grail – Seven Types of Quality in
Mulgan, G. (ed) The Question of Quality London:
British
Film
Institute
Nantel, J. (1994) Consumer Behaviours in Colbert, F. (ed) Marketing
Culture and the Arts Montreal:
Morin.
Rojek, C. (1993) Ways of Escape. Basingstoke:
Macmillan
Strinati, D. (1995) Postmodern Culture. London:
Routledge
Tester, K.(1995) Media, Culture and Morality London:
Routledge.
Towse, R. (1993) How is Subsidy to the Arts Actually Supposed to Work?
Paper presented at the Conference of Cultural Economics, University
of
Antwerp, Belgium.
Turner, G. (1992) British Cultural Studies. London
Routledge
Young, J. (1997) Relativism and the Evaluation of Art. Journal of
Aesthetic Education. Volume 31 No.1 Spring 1997 p9-22
Work and Leisure
Xerte RLO
Ian Gilhespy
An introductory session
defining leisure and discussing the relations with work
Sociology
Crime and
Deviancy: a Sociological Introduction
Producer RLO
Dave Harris
This is an RLO version of one of the most popular sets of files
on the website, covering some of the classic sociological
approaches to crime and deviancy in a way which is particularly useful
for British A/S Level Sociology students. Approaches covered include
subcultural theories and 'social strain' theories. The talk stresses
the particularly sociological implications of these approaches. A panel
included in the RLO features links to the files on the website, to the
British Crime Survey, and to some recent feminist work.
Approximate length: 10 minutes
Enterprise
Xerte RLO
Dave Harris
A discussion of varoious approaches to enterprise and an attempt to
link the discussions with good sociological material on various kinds
of 'capitals' (educational, cultural and social). Links to the RLO on Leisure and Enterprise
On moral panics
Xerte RLO
Dave Harris
A review of some of the main approaches to defining and applying this
important concept, which is found in all sorts of applied social
science analyses, including leisure, media, crime, and sports science.
Sociologies
of bodies
Xerte
RLO
Dave
Harris
This
is
quite
a
large
RLO
that
outlines
a
number
of
approaches
to
studies
of
body
modification (and
body maintenance).The specific examples include studies of
bodybuilding, piercing, tattooing.There is a page on disabled bodies,
one on theories of the body and one on actually researching bodies. I
have included quite a few hyperlinks to 'reading guides' to the
literature: these are critical reviews and summaries really. I have two
large lists of such guides -- on sociological
theory and on the sociology of leisure.
The
idea
is
that
you
read
my
guides
then
go
off
and
find
the
actual
article and read that in full. If you are fairly new to reading
academic articles, you might like to try my RLO on how (not) to read an
academic article below.
Social
mobility in England and Wales
Xerte RLO
Dave Harris
This is a very large RLO that covers a lot
of ground, reviewing the main approaches to studying social mobility
throughout the lengthy career of John Goldthorpe and his associates. It
might be just too big and you might want to skip to the topic that
interests you most -- the social mobility of women, or of ethnic
minorities, current debates about immobility in Britain or whatever. I
actually begin with the classic Nuffield studies (and with a neglected
classic by Hopper): the Nuffield studies set the terms for much of what
was to follow with their key concepts of absolute and relative
mobility. The RLO introduces the debates and links to my 'reading
guides' which offer more substantive critical summaries of the actual
articles and books.
It is hard work, but social mobility is the key sociological topic in
my view, resulting in data and argument which is quintessentially
sociological. It offers the best examples of quantitative approaches
too, in my view.
Educational topics
Concept maps
Xerte RLO
Dave Harris
This RLO considers the case against using objectives/learning outcomes
as a course design device and argues for concept maps instead. Includes
examples of objectves and concept maps.
Study
Skills
Critical
Thinking
Xerte RLO
Ian Gilhespy
This RLO discusses the first few steps in developing an academic stance
and takes you through a worked example.
How to Plagiarise More Effectively
Xerte RLO
Dave Harris
This RLO reviews the major signs of plagiarism that lead to initial
tutor suspicion (things like including foreign references) and suggests
ways to avoid them.
How (Not) To Read an
Academic Article
Producer RLO
Dave Harris
This is a demonstration of two approaches to reading an academic
article. The first one involves lots of detailed note-taking and slow
patient reading: I think the video gives some idea of the tedious
nature of this approach, as does the 'alienated' commentary. The second
approach demonstrates much more brisk reading for sense and
understanding. I tried to 'think aloud' as I did these tasks. I also
illustrate on PowerPoint some relevant characteristics of 'surface' and
'deep' approaches to learning in general.
Approximate length: 16 minutes
Perceptions
of Assessment
Xerte RLO
Dave Harris (with Helen Bowstead)
This one discusses some work on
student and staff perceptions of assesment and grading. Helen and Dave
used a 'talk-aloud' technique to get students and colleagues talking as
they worked through writing and grading (respectively) assignments of
various kinds. There are six short extracts from the recordings. Voices
have been distorted to preserve anonymity. As you might expect,
students and staff have quite different perceptions of what is required!
Revision -- getting motivated
Producer RLO
Dave Harris
This is a rather experimental RLO, drawing upon work on the motivation
of sportspersons and suggesting that students try out similar
techniques to get motivated for examinations. It also expresses the
view that video clips are best used to motivate learners as well as, or
even rather than, to inform them as such. Clips of exciting
activities are combined with fairly unexceptional pop music, while the
PowerPoint slides convey the actual advice.
Approximate length: 6 minutes
Revision -- performing in examinations #1
Producer RLO
Dave Harris
This RLO offers some basic advice about structuring examination
answers, and discusses implications for revision.The advice is based
upon discussion in Arksey, H and Harris D ( 2007) How to Succeed in Your Social Science
Degree, London: Sage. This one features soothing and mildly
amusing video with a pop music background.
Approximate length: 5.30 minutes
Revision -- performing in examinations #2
Producer RLO
Dave Harris.
Exactly the same material as the above,
but with a classical music track and some calming and inspiring video
of Dartmoor in the spring. The idea is to relate to different student
tastes, and also to encourage experimentation to see which kind of
music works best.
Approximate length: 5.30 minutes
Revision -- going for excellence
Producer RLO
Dave Harris
This RLO builds on the ones on preparation and suggests how to add
additional comments to well-prepared exam answers, that will maximize
success. The advice is based on the work in the book again, and follows
a survey of typical assessment criteria in HE. The video displays
visual analogies to the content, and there is an 'easy listening' pop
music track.
Approximate length: 5 minutes
Voice-Recognition Software -- a Demonstration
Producer RLO
Dave Harris
This RLO demonstrates the use of IBM ViaVoice software, which types as
you speak (sometimes!). Using it has changed my work habits
considerably - - I use it all the time to make notes, type up minutes
and course outlines, and write stuff for publication. As with all
software, I find it often easier to change my work habits as much as
training it to imitate them, but the training is quite easy. I would
advise people to do the whole training routine (provided with the
software), and prepare for lots of mistakes at first!. Windows Vista,
which has its own voice recognition software built in, looks really
promising too.The user principles demonstrated here are the same for
the new software too.
Approximate length: 8 minutes
Design of
RLOs
A brief background
paper discussing design
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