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 92566 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

    Transparency, turbulence, ambiguity and uncertainty in #activelearning

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    “One student’s safe uncertainty is another student’s chaotic nightmare.” (Orr & Shreeve, 2018) Based on research I conducted with others into student satisfaction of learning (Heaton et al., 2015), being clear with students about what is expected of them has … Continue reading ?
  2. amiddlet50

    Vertical and horizontal learning networks: implications for #active learning

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    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 ?
  3. amiddlet50

    What is co-operative learning?

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    I was asked by the Co-operative College: ‘what do I understand by the term co-operative learning?’ My response will sit alongside others in an introductory online course on co-operative education. Here’s my answer to the question. Flipgrid video version: https://flipgrid.com/s/bd52e0344b99 … Continue reading ?
  4. amiddlet50

    Teaching ‘whole people’ holistically – understanding co-operative learning

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    Andresen, Boud and Choen (2000) set out criteria for experience-based learning. The goal of experience-based learning involves something personally significant or meaningful to the students; Students should be personally engaged; Reflective thought and opportunities for students to write or discuss … Continue reading
  5. amiddlet50

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

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    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
  6. amiddlet50

    Walks as Learning Space

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    Learning walks exemplify conversational learning spaces. In this post I reflect on how I designed the learning walk I conducted today for the University of Sheffield’s Faculty of Social Sciences Learning Spaces Group which I am mentoring as they plan … Continue reading

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