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 92518 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

    Transgressive learning – moving away from a mindset of inevitability

    by
    | Academic innovation, active learning, adjacent space, agency, authentic learning, boundary crossing, Co-operative pedagogy, communitas, creativity, embodiment, experiential learning, heutagogy, learning ecologies, Learning Space and Place, liminality, negotiated learning, non-formal learning, outsider, polycontextuality, self-determination, self-determination theory, spatial fluency, Studio and Studio-based Learning, Sustainability, Syndicated, third place, Third Space, Transgressive learning
    July 27, 2023
    Transgressive learning is a term associated with sustainability. Wals (2021), for example, discusses the Power of Transgressive Learning in an excellent post. My own interest in the term, however, came from reflecting on educational work I am currently involved in … Continue reading ?
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  3. amiddlet50

    Education as a liminal state

    by
    | active learning, anxiety, boundaries, boundary crossing, Digital Placemaking, discovery, home, hybrid learning space, in-between, innovation, Learning Space and Place, liminality, networked learning, non-formal learning, polycontextuality, ritual, self-determination, stretch, sublime, Syndicated, threshold concepts
    September 18, 2021
    I have been reading Thomassen’s (2014) ‘Liminality and the modern: living through the in-between’. Liminality comes up in my work on a daily basis, whether I am thinking about the connections we make through models of hybrid learning, interdisciplinary learning, … Continue reading ?
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  4. amiddlet50

    Vertical and horizontal learning networks: implications for #active learning

    by
    | active learning, boundary crossing, co-operation, co-operative learning, Co-operative pedagogy, collaboration, competition, horizontal networks, hybrid learning space, joint enterprise, learning environments, Learning Space and Place, place, social media for learning, space, studio, Studio and Studio-based Learning, studio-based learning, Syndicated, vertical networks
    August 1, 2021
    This presentation is useful for thinking about the difference between collaborative and co-operative learning. My interest in social media for learning, studio-based learning, and hybrid learning centres on how people work and learn together. They often return to ‘working alongside’ … Continue reading ?
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  5. amiddlet50

    Between states: metaxis, connectedness and fluency

    by
    | active learning, agency, becoming, being, belonging, boundary crossing, connecting, connectivism, embodiment, engagement, experience, experiential learning, flow, fluency, flux, formal learning, hybrid learning space, hybridity, informal learning, interactivity, interstices, learning ecology, learning environments, Learning Space and Place, liminality, metaxis, networked learning, ontology, permeability, place, placemaking, polycontextuality, Presence, Relationships, self-efficacy, situated learning, social, space, Syndicated, tethering, third place, Third Space
    March 13, 2021
    Learning, for me, often describes a state of being between. This betweenness may refer to ideas, knowledge and understanding, modalities, or spaces. In this post I examine the nuances of terminology used to describe these states; terminology that goes beyond … Continue reading ?
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  6. 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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  7. amiddlet50

    Repositioning contact time to explain the value of education

    by
    | active learning, agency, agility, Autonomy, belonging, boundary crossing, challenge, co-operation, collaboration, collabotation, communities of practice, ecology, employability, engagement, identity, journey, learner engagement, learning ecology, learning environments, learning space, liminality, motivation, networked learning, People, place, placemaking, Reflection, Relationships, self-efficacy, situated learning, space, student engagement, Syndicated, time, transformation
    February 24, 2019
    I happened to mention that I worked in higher education to a women who sold me a vase in a craft shop; the sort of situation where I normally feel at ease with people I meet beyond the educational setting. … Continue reading →
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  8. amiddlet50

    Crashing or connecting? Navigating the #twalk boundaries

    by
    | 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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  9. amiddlet50

    Polycontextual bridging – how to be in two places at once

    by
    | boundary crossing, BYOD, learning space, polycontextual bridging, polycontextuality, Social Media, social media for learning, studio-based learning, Syndicated, walking
    February 22, 2018
      Polycontextual bridging (Elstad, 2016) is a useful term that allows us to explore literacies around engaging with hybridity, blended learning spaces and learning literacies. Simply, it refers to the experience of being in two or more places at once. … Continue reading →
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