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  1. amiddlet50

    Transparency, turbulence, ambiguity and uncertainty in #activelearning

    by
    “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

    The problem with communities… a consideration of alternatives

    by
    Why do I explore ideas like being, belonging and becoming in relation to networks, but I hardly talk about communities any more? In this post I will look at why networks and affinity spaces more than communities have come to … Continue reading ?
  3. amiddlet50

    Product – co-production vs commodification as a site of learning

    by
    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
  4. amiddlet50

    Lurking, Active Learning and Legitimate Peripheral Participation #socmedhe18

    by
    The first principle of active learning according to Bonwell & Eison (1991) is that it is more than passive listening. A rather negative note to start on perhaps, but we can see where they’re coming from. As we prepare, at … Continue reading
  5. amiddlet50

    The future is active – implications for future academic practice

    by
    I have been thinking about the future academic and the implications for academic development recently. The Open University’s ‘Innovating Pedagogy’ is an insightful annual report (http://www.open.ac.uk/blogs/innovating/), though I would love to see one for 2018. I have seen Mike Shales … Continue reading

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