Vertical and horizontal learning networks: implications for #active learning

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 ?
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Conversation-base #activelearning – exploiting the differences between dialogue and debate

by amiddlet50

| active learning, active listening, argument, co-operation, competition, conceit, Conflict, confrontation, conversation, conviction, crit, critical analysis, Critique, debate, debrief, dialogue, exchange, fake news, ground rules, influence, Inquiry Based Learning, ipsative assessment, leadership, moot, mooting, pedagogy, persuasion, Reflection, reflective learning, safe space, sport, Syndicated
May 30, 2021

Active learning is essentially conversational – a ‘to-ing and fro-ing’ of ideas, whether this is a collaborative exchange or personal cogitation and reflection. Pedagogically, there is a lot to exploit here. I was recently involved in a discussion about the … Continue reading ?
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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 →
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