Elizabeth L Nelson
Biographic Data
| ID | 3680218 |
|---|---|
| NAME | Elizabeth L Nelson |
| GIVEN NAMES | Elizabeth L |
| FAMILY NAME | Nelson |
| SIGNATURE | NELSON E L |
| AFFILIATIONS | University of Glasgow |
| ORCID | 0000-0001-7375-5154 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Denaturalizing “Intelligence” in Higher Education
Artificial Intelligence (AI) has threatened higher education (HE). In doing so it has granted a portal that makes visible the dominant paradigm that has long defined what “intelligence” is and the narrow set of knowledges and literacies sanctioned for its pursuit. In this paper, we orient our thinking from this clarifying moment, asking: beyond these limits, what intelligences should educators value and nurture for sustainable and anti‐colonial f…
Danser dans la cour d'école à l'ère post-numérique
Cet article se concentre sur le jeu de danse d'une petite fille de neuf ans, filmé par elle-même dans la cour d'une école primaire écossaise, en 2018. Olivia incorpore dans son jeu des objets numériques, non numériques, et son environnement, passant de la sélection de chansons sur un téléphone à la danse avec la caméra, au jeu avec le vent, et à la manipulation d'un cône de signalisation. Elle créé un espace de jeu personnel au milieu de l'espace…
A Creative Conversation for Re-imagining Creative Visual Methods with Children and Young People in Pandemic Times and Beyond
In this project we forward insights about the importance of being in 'the room where it happens' - creating tactility and togetherness in the research encounter - for research with children and young people in times of the COVID-19 pandemic and beyond. Created in response to the intense uptake of digital methods catalysed by COVID-19, in this project we productively re-imagine moments from our creative visual research with children and young peop…
Introducing Offlineness
In this Insights essay, we propose a new concept of offlineness that builds on current language around digital practices, yet addresses an element of young people’s experience that is not adequately represented in current research or educational discourse. This work is informed by a recent cross-national arts-based research project that highlighted the limitations of the discourse ascribed to the nature of young people’s engagement with digital l…
Denaturalizing “Intelligence” in Higher Education
Artificial Intelligence (AI) has threatened higher education (HE). In doing so it has granted a portal that makes visible the dominant paradigm that has long defined what “intelligence” is and the narrow set of knowledges and literacies sanctioned for its pursuit. In this paper, we orient our thinking from this clarifying moment, asking: beyond these limits, what intelligences should educators value and nurture for sustainable and anti‐colonial f…
A Creative Conversation for Re-imagining Creative Visual Methods with Children and Young People in Pandemic Times and Beyond
In this project we forward insights about the importance of being in 'the room where it happens' - creating tactility and togetherness in the research encounter - for research with children and young people in times of the COVID-19 pandemic and beyond. Created in response to the intense uptake of digital methods catalysed by COVID-19, in this project we productively re-imagine moments from our creative visual research with children and young peop…
Introducing Offlineness
In this Insights essay, we propose a new concept of offlineness that builds on current language around digital practices, yet addresses an element of young people’s experience that is not adequately represented in current research or educational discourse. This work is informed by a recent cross-national arts-based research project that highlighted the limitations of the discourse ascribed to the nature of young people’s engagement with digital l…
Danser dans la cour d'école à l'ère post-numérique
Cet article se concentre sur le jeu de danse d'une petite fille de neuf ans, filmé par elle-même dans la cour d'une école primaire écossaise, en 2018. Olivia incorpore dans son jeu des objets numériques, non numériques, et son environnement, passant de la sélection de chansons sur un téléphone à la danse avec la caméra, au jeu avec le vent, et à la manipulation d'un cône de signalisation. Elle créé un espace de jeu personnel au milieu de l'espace…
A Creative Conversation for Re-imagining Creative Visual Methods with Children and Young People in Pandemic Times and Beyond
In this project we forward insights about the importance of being in 'the room where it happens' - creating tactility and togetherness in the research encounter - for research with children and young people in times of the COVID-19 pandemic and beyond. Created in response to the intense uptake of digital methods catalysed by COVID-19, in this project we productively re-imagine moments from our creative visual research with children and young peop…
Denaturalizing “Intelligence” in Higher Education
Artificial Intelligence (AI) has threatened higher education (HE). In doing so it has granted a portal that makes visible the dominant paradigm that has long defined what “intelligence” is and the narrow set of knowledges and literacies sanctioned for its pursuit. In this paper, we orient our thinking from this clarifying moment, asking: beyond these limits, what intelligences should educators value and nurture for sustainable and anti‐colonial f…
Art (3 works) · Sociology (3 works) · Humanities (2 works) · Literacy (2 works) · Pedagogy (2 works) · Psychology (2 works) · Aesthetics (1 work) · Archaeology (1 work) · Child Development and Digital Technology (1 work) · Children's Rights and Participation (1 work)