Fluency – standing, walking, dancing

Fluency – standing, walking, dancing

by amiddlet50

| active learning, Applied Learning, balance, capabilities, creativity, curiosity, digital fluency, flency, flow, learner engagement, Learning Space and Place, Literacies and intelligence, literacy, postdigital, skills, Syndicated, walking
February 21, 2021

Being able to distinguish between skills, literacy and fluency is a perennial part of my job as an educational developer. This is most visible in thinking about how to communicate and engage people in conversations to do with digital capabilities, … Continue reading ?
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Conversational Learning Spaces for #activelearning

by amiddlet50

| Academic innovation, active learning, agency, Applied Learning, Assessment & Feedback, belonging, Co-operative pedagogy, context, conversation, creativity, Digital Placemaking, diversity, employability, exchange, identity, improvisation, inclusivity, learner engagement, learning space, Literacies and intelligence, negotiation, openness, parity, PhD, place, Possibilities, selfregulation, Serendipity, social construction, social media for learning, storytelling, studio-based learning, Syndicated, timeliness, trust, walking
October 3, 2019

In an earlier post I referred to Learning Walks as conversational learning spaces. As such, they exemplify active learning spaces. The focus on conversation as a dimension of active learning is at the heart of the rationale for advocacy for … Continue reading →
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Gamification – a way to understand #activeleaning

by amiddlet50

| active learning, Applied Learning, Canvas, challenge, curriculum design, edugames, employability, exploration, failure, feedback, flow, fun, game based learning, gamification, learner engagement, motivation, Play, playful learning, principles, self-determination theory, serious games, Syndicated
July 13, 2019

I have been interested in games-based learning and playful learning since the early 2000s when I came across J. P. Gee’s work and since leading work on creative development in academic practice. The Creative Development Team I was responsible for … Continue reading →
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Holistic model of active learning for integrated employability #activelearning

by amiddlet50

| active curriculum, active learning, Applied Learning, authentic learning, employability, integrated employability, learner engagement, Personal & Professional Development Planning, Reflection, self-actualisation, self-awareness, self-efficacy, self-esteem, Syndicated
May 24, 2019

You may be aware that I changed job this year and I now have the privilege of leading work in support of Anglia Ruskin University’s Active Curriculum Framework. It was the institutional commitment to active learning in its Education Strategy … Continue reading →
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Active listening for active learning

by amiddlet50

| #learning, active learning, Applied Learning, belonging, co-operation, Co-operative pedagogy, collaborating, collaboration, collabotation, conversation, engagement, feedback, interactivity, learner engagement, learning space, learning walk, Listening, People, Presence, Reflection, Relationships, situated learning, skills, social, Syndicated, Teaching, trust, twalk, walk, walking
April 19, 2019

Active Listening sketchnote by Claudio Advocates of active learning must consider the active learning space from many perspectives. For example, I tend to think about space experientially, creating a picture in my own mind of a space that is used … Continue reading →
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Doing, Being, Becoming, Belonging & Connecting #twalk #spacetwalkLeeds

by amiddlet50

| active learning, Applied Learning, becoming, being, belonging, connecting, Connectionism, Constructivism, Digital Placemaking, doing, experiential learning, learner engagement, learning pace, learning space, Literacies and intelligence, Personal & Professional Development Planning, Reflection, self-efficacy, situated learning, social constructivism, social media for learning, space, Syndicated
March 23, 2019

The Twalk next week (27th March 2019) at 1-2pm UK time, has the theme of Doing, Being, Belonging, Becoming and Connecting – the role of learning space, This post provides a little explanation of each of those keywords. Doing A focus … Continue reading →
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A Dependency-Autonomy model for personal and professional development planning

by amiddlet50

| active learning, agency, Applied Learning, authentic learning, belonging, ecology, employability, learner engagement, Personal & Professional Development Planning, Reflection, situated learning, student engagement, Syndicated, transition
February 24, 2019

The challenge of framing employability in relation to personal and professional development planning has been a constant consideration for the team I am leading to support an integrated view of employability in the curriculum. The natural inclination of academics, in … Continue reading →
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C is for course of course

by amiddlet50

| Academic innovation, active learning, Applied Learning, Assessment & Feedback, belonging, confidence, consistency, course, course-focused practice, learner engagement, research, self-efficacy, Syndicated
November 28, 2018

Building upon research I conducted with student-nominated inspirational teachers in 2014 and then developed with colleagues here at SHU, to relate my work to the NSS, I have been working closely with all academic staff across three departments this year … Continue reading →
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Negotiated learning and the subject of teaching

by amiddlet50

| active learning, Applied Learning, authentic learning, BYOD, learner engagement, negotiated learning, scaffolding, situated learning, Syndicated, ZPD
November 7, 2018

What is the subject of teaching? In this post, I mull over this question, its several meanings and its implications for negotiated active learning. In my role as an educational developer with responsibilities for both staff and curriculum development, the … Continue reading →
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Crashing or connecting? Navigating the #twalk boundaries

by amiddlet50

| Academic innovation, active learning, Applied Learning, belonging, blended learning, boundary crossing, connected learning, Digital Placemaking, hybrid learning space, learner engagement, learning space, Possibilities, social media for learning, Syndicated, twalk, twitter, walking
July 6, 2018

The #connectedlearning space, in its many and various meanings, is central to my thinking about the future classroom. This is obviously epitomised in the concept of the #twalk. It was lovely to hear that Alex Spiers was leading a Twalk … Continue reading →
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Attitudes, dispositions and learner maturity

by amiddlet50

| active learning, Applied Learning, Assessment, Autonomy, challenge, engagement, feedback, formative assessment, identity, learner autonomy, learner engagement, maturity, resilience, Syndicated, transformation
June 24, 2018

I ran a series of workshops with an academic department last week. One of the key themes was the need to focus more on those learning outcomes that address learning and graduate capability. Our context was the challenge of engaging … Continue reading →
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Friendship and the classroom

by amiddlet50

| agency, Applied Learning, belonging, BYOD, co-operation, ecology, identity, in-between, interactivity, journey, learner autonomy, learner engagement, learning ecology, learning space, liminality, place, placemaking, space, student engagement, Syndicated, Third Space, trust
September 27, 2017

I attended a seminar today given by my colleague Emma Heron. I was fortunate enough to mentor Emma through a year-long research project looking at the role of friendship in the student experience. It was good to catch up today … Continue reading →
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