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

back to website main page