Touch the firehose of ds106, the most recent flow of content from all of the blogs syndicated into ds106. As of right now, there have been 92519 posts brought in here going back to December 2010. If you want to be part of the flow, first learn more about ds106. Then, if you are truly ready and up to the task of creating web art, sign up and start doing it.

  2. amiddlet50

    Creative Assessment – what is it?

    by
    | Academic innovation, Academic Innovation and Possibilities, Assessment, Assessment & Feedback, blogging, creativity, learner engagement, Media-enhanced feedback, Media-enhanced learning, MELSIG, social media for learning, Syndicated
    December 15, 2023
    In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading ?
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  3. amiddlet50

    Being smarter than AI – rethinking our assessment design?

    by
    | Academic Innovation and Possibilities, academic integrity, active learning, agency, AI, Assessment, Assessment & Feedback, assessment literacy, authentic assessment, authentic learning, case-based learning, ChatGPT, creativity, currency, deduction, enquiry-based learning, inquiry, Inquiry Based Learning, nergotiated learning, open-ended, pbl, personaisation, problem-based learning, project-based learning, smart assessment, social, student-centred, Syndicated
    January 31, 2023
    The discussion channels used by educational developers have been dominated by the topic of ChatGPT since the New Year. There are two dimensions to this: concerns over academic integrity and the opportunity ChatGPT and other AI tools bring to assessment. … Continue reading ?
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  4. amiddlet50

    Lifewide learning domains: rich intersections or contested spaces

    by
    | ambiguity, Assessment, belonging, boundary crossing, connections, Digital Placemaking, domains, education, experiential learning, family, friendship, incidental learning, intersections, learner engagement, Learning Space and Place, lifewide learning, lockdown, map, mapping, non-formal learning, ontology, pandemic, Personal & Professional Development Planning, place, polycontextuality, psychogeography, Reflection, Scholarship and Research, social media for learning, socialisation, space, Syndicated, third place, Third Space, walking
    February 6, 2021
    I noted in my previous post on mapping our learning that I would be engaging in the collaborative inquiry ‘Towards a Better Understanding of Our Own Learning Lives’ led by Norman Jackson, Rob Ward and Jenny Willis. I have just about … Continue reading ?
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  5. amiddlet50

    Playing with divergence and convergence: designing #ActiveLearning

    by
    | active learning, Assessment, Assessment & Feedback, convergence, creativity, Design Thinking, divergence, generative thinking, ideation, learner engagement, Syndicated
    December 11, 2020
    Active learning is a process of opening up and closing down possibilities. Whether you look at course, module, session or activity design, knowing that your role as an academic is to play with divergence and convergence can be really helpful. … Continue reading ?
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  6. amiddlet50

    #Twalk – a new active pedagogy explained

    by
    | Academic innovation, active learning, Assessment, Assessment & Feedback, BYOD, learner engagement, Media-enhanced learning, pedagogy, social media for learning, Syndicated, twalk, walking
    March 28, 2019
    This post, and the ones that will follow, reflect on the Twalk as a pedagogy. In particular, I consider how students can draw upon the conversational activity and use the data it generates as the basis for developing and explaining … Continue reading →
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  7. amiddlet50

    Kitchen and studio-based learning

    by
    | active learning, Assessment, co-operation, collaborating, cooking, creativity, learner engagement, learning environments, learning space, peer assessment, peer mentoring, self-assessment, space, student engagement, studio-based learning, Syndicated
    September 4, 2018
    The Great British Menu is back on UK television at the moment. I am not a fan of cooking programmes – though others are in my household – so, it’s on and inevitably I get caught up in it. Assessment … Continue reading →
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  8. amiddlet50

    Attitudes, dispositions and learner maturity

    by
    | 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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  9. amiddlet50

    Enjoyment, anticipation, challenge as factors affecting personal intrinsic investment #heutagogy

    by
    | active learning, Assessment, Assessment & Feedback, challenge, collaboration, learner autonomy, learner engagement, learning ecology, motivation, student engagement, Syndicated
    May 25, 2018
    In our research-informed development activities looking at learner non-engagement with formative assessment, with group work or with engaging in feedback, it is becoming clear that the lack of space given to developing learner ‘buy-in’ or developing ‘want’ is highly significant … Continue reading →
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  10. amiddlet50

    B plus or A minus? Assessment in the creative disciplines

    by
    | artefact, Assessment, Assessment & Feedback, authentic learning, ipsative assessment, learning currencies, learning space, process book, situated learning, studio-based learning, Syndicated
    February 13, 2018
    I attended ‘B plus or A minus? Assessment in the creative disciplines’, part of a programme of events being run by the University of the Arts London last week. The venue, Central St Martin’s (CSM) new Granary Wharfe, is a … Continue reading →
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  12. amiddlet50

    Learning obscured due to overcrowding

    by
    | Assessment, Assessment & Feedback, briefing, BYOD, clarity, learning outcomes, peer co-operation, self-assessment, slow learning, Syndicated
    December 9, 2017
    Following on from my previous post on the criticality of students being clear about their assessment, I note that Black & Wiliam (1998, pp. 9-10) make similar points, while talking about self-assessment, about the engagement of students with their assessment. … Continue reading →
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  14. @marcuselliott

    11 handy tips for student blogging

    by
    | Assessment, blogging, ds106, education, student, Syndicated
    October 2, 2016

    I received these tweets the other day: Our students might choose to do a law blog for their 1st seminar w me + @MrsGingerLawyer Tips on what makes a good blog? Pls use #lawtalk16 — Dr Steven Vaughan (@lawvaughan) October 1, 2016 @marcuselliott @KerryPinny would love any tips for our law students! New module exploring […]

    The post 11 handy tips for student blogging appeared first on It's probably just ME.

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