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 92792 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.

  1. amiddlet50

    Polycontextuality, spheres and headphones

    by
    | active learning, actor-network theory, affective domain, affordances, ANT, assemblage theory, atmospheres, attention, audio, belonging, BYOD, Co-operative pedagogy, Digital Placemaking, digital voices, emotional intelligence, games development, gamification, headphones, immersive learning space, isolation, learner engagement, learning space, Literacies and intelligence, Media-enhanced learning, PhD, polycontextual bridging, polycontextuality, Possibilities, psychosocial, research, social media for learning, sound space, spatial literacy, spheres, studio, studio-based learning, Syndicated
    September 8, 2019
    Space, including learning space, can be thought of as ‘spheres’ and ‘atmospheres’. Ash (2016) looks at the implications of this for studio studies. For me and my own interest in studio-based learning and my longstanding interest in the ‘digital voice’ … Continue reading →
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  2. amiddlet50

    Noise annoys in the #activelearning classroom – or does it?

    by
    | active learning, attention, co-operative learning, concentration, conversation, discomfort, distraction, engagement, group work, learner engagement, learning space, noise, Syndicated
    July 25, 2019
    Studies of Active Learning Classrooms (e.g. SCALE UP and Team-based Learning), and active learning more generally, identify noise and the ambient conditions of the classroom as being a distinguishing feature (Worthing, 2018). That active learning is noisy, is a truism, … Continue reading →
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