A Man Walked into a Bar: humour, space, self-deprecation, #activelearning

A Man Walked into a Bar: humour, space, self-deprecation, #activelearning

by amiddlet50

| #learning, active learning, case-based learning, challenge, Co-operative pedagogy, collaboration, creativity, deduction, edutainment, engagement, fun, game based learning, gamification, group work, Humour, in jokes, inclusivity, jokes, learner engagement, Performance, persona, Play, playful learning, Poetry, self-awareness, Syndicated, Teaching, tension, trust
September 16, 2022

In this post I explore the pedagogy of humour in the context of higher education teaching and learning and begin to realise there’s more to humour in the classroom than having a bit of fun! This was my starting point, … Continue reading ?
Read more...
Ritual in the learning environment

by amiddlet50

| acquiescence, active learning, affinity spaces, agency, being, belonging, co-creation, Co-operative pedagogy, collaboration, diversity, doing, habit, identity, learner engagement, Learning Space and Place, liminality, non-formal learning, place, Relationships, ritual, routine, studio, Studio and Studio-based Learning, studio for all, Syndicated
April 6, 2022

In this post I explore what is meant by ritual in relation to the teaching and learning experience and, as we reset our post-pandemic classrooms, why we should care. Given that there is little obligation to care, beyond a notion … Continue reading ?
Read more...
Vertical and horizontal learning networks: implications for #active learning

by amiddlet50

| 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 ?
Read more...
Crisis – what crisis? A time for academic innovation

by amiddlet50

| Academic innovation, active learning, Change, co-operation, collaboration, connecting, creativity, inclusivity, innovation, placemaking, Syndicated, Teaching
June 10, 2021

At Wonkfest I attended a panel session titled Changing the Culture of Changing the Culture in which Charlotte Summers, who is Head of Commercial Development at the RSA, referred to the RSA’s excellent Future Change Framework. Admittedly, I am a … Continue reading ?
Read more...
Playing with time and crossing boundaries: multichronicity #activelearning

by amiddlet50

| #ARUalc, active learning, Active Learning Conference, Activity, activity patterns, asynchronous, binary, bounaries, co-writing, collaboration, consequence, conversational learning, curation, Digital Placemaking, doing, ecology, eddie, engagement, experience, experiential learning, flow, hashtag, haunting, hybrid learning, inclusivity, latency, learner engagement, learning ecologies, learning engagement, learning space, Learning Space and Place, Media-enhanced learning, memory, memory mapping, micro-conversation, multichronicity, multilogue, navigation, podcasting, polycontextuality, reflection in action, reflection on action, Scholarship and Research, social media for learning, synchronous, Syndicated, temporal space, time-based learning, timeline, traces, tweetchat, UAL, unified active learning, walking
May 16, 2021

An analysis of the tweetchats revealed that neither synchronicity nor asynchronicity are able to capture the essence of what goes on in such a conversational space. Neither get close to capturing the value of the learning experience. Multichronicity provides a way of looking at the design of experiential learning in settings that accommodate learning ecologies: the academic designer must consider the quality of time spent in and navigating through a learning experience. Continue reading ?
Read more...
Revisting the 5Cs to discover value for different times

by amiddlet50

| active learning, belonging, BYOD, BYOD4L, co-operation, Co-operative pedagogy, collaboration, Communication, connectivism, creativity, curation, ecology, learning ecology, Learning Space and Place, MELSIG, place, Smart Learning & BYOD, Social Media, social media for learning, Syndicated
January 16, 2021

I have had an immense feeling of warmth and solidarity this evening as good thoughts and memories have been triggered by Sheila’s post on How Sheila Sees It ‘Bring your own device for learning or bringing learning to your device?’ … Continue reading ?
Read more...
Tables, chairs, co-operation #activelearning

by amiddlet50

| active learning, co-operation, Co-operative pedagogy, collaboration, conversation, creativity, learning space, Syndicated
March 9, 2020

4 chairs supporting one table representing co-operation! I have had a very fruitful day working with the Co-operative College in Manchester exploring our thinking about co-operative learning. I am proud to say that we produced this sculpture in response to … Continue reading →
Read more...
Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning

by amiddlet50

| acquisition, active learning, agency, becoming, co-creation, co-operation, Co-operative pedagogy, co-production, collaboration, Contribution-oriented approach, creativity, Design Thinking, distributed authorship, employability, epistemic fluency, identity, innovation, learner engagement, learner-generated context, learning space, Media-enhanced learning, multimedia, networked authorship, participation, PhD, Problem Solving, research, skills, slow media, social media for learning, studio, studio-based learning, Syndicated, web 2.0
September 4, 2019

Tomorrow’s professionals will require an enhanced capacity for collaboration, co-operation and creative thinking (Markauskaite and Goodyear, 2016). Mclaughlan & Lodge (2019) draw parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an … Continue reading →
Read more...
The core principles of co-production

by amiddlet50

| #learning, active learning, Co-operative pedagogy, co-production, collaboration, hybrid learning studio, learner-generated content, Possibilities, principles, Relationships, Social Media, social media for learning, studio-based learning, Syndicated, web 2.0
August 5, 2019

Co-production, as defined by Filipe et al. (2017), is “an exploratory space and a generative process that leads to different, and sometimes unexpected, forms of knowledge, values, and social relations.” It is more than a matter of ‘production’ being an outcome … Continue reading →
Read more...
Competition and co-operation in the #activelearning classroom

by amiddlet50

| Academic innovation, active learning, assemblage theory, Assessment & Feedback, BYOD, co-creation, co-operation, Co-operative pedagogy, co-production, collaborating, collaboration, competition, creativity, ecology, gamification, Image, Instagram, learner engagement, learning ecology, learning space, memes, motivation, peer assessment, PhD, sm4l, smart learning, Social Media, social media for learning, studio, studio-based learning, Syndicated, team-based learning
August 3, 2019

I have been reading a great paper this morning on the use of Instagram memes by students studying art at Central St Martins (Burns et al., 2016). Amongst the many themes present in the paper, I picked up on one … Continue reading →
Read more...
Product – co-production vs commodification as a site of learning

by amiddlet50

| active learning, agency, belonging, co-operation, Co-operative pedagogy, co-production, collaboration, commodification, communities of practice, employability, engagement, experiential learning, learner engagement, learning ecology, studio-based learning, Syndicated
July 27, 2019

Yesterday, I spent much of my time in meetings: one appraisal, one research-related, one project-related, and one a planning meeting. Coincidently, each of those four meetings required me to remind myself that an education is not, “A thing that can … Continue reading →
Read more...
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 →
Read more...
Repositioning contact time to explain the value of education

by amiddlet50

| 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 →
Read more...
CT101, the YORK College Cross Course Collab Part II

by ryanseslow

| collaboration, CT 101, CT101, CUNY, gif, Net Art, Syndicated, York College
December 11, 2018

CT101, the YORK College Cross Course Collab Part II This fall semester the students at CUNY York College collaborated on the annual GIF the Portrait project. CT101 is a digital storytelling course that fosters the understanding and application of digital tools while creating a digital identity on the Internet at large! This project will be … Continue reading "CT101, the YORK College Cross Course Collab Part II"
Read more...
A place for imagining – blue skies under the tree canopy

by amiddlet50

| Academic innovation, active learning, agility, apps, authentic learning, brainstorming, BYOD, BYOD4L, co-operation, collabnorating, collaborating, collaboration, collabotation, complexity, innovation, learner engagement, learning environments, learning space, meeting, Reflection, situated learning, smart devices, smart learning, space, student engagement, Syndicated, tools, walk, walking
June 26, 2018

Myself and a colleague have some difficult thinking to do this week. Exciting thinking, but difficult nevertheless. So, we could book out a teaching room lined with whiteboards for the day and see what happens, but that feels too ‘inward’ … Continue reading →
Read more...
Enjoyment, anticipation, challenge as factors affecting personal intrinsic investment #heutagogy

by amiddlet50

| 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 →
Read more...