Transgressive learning – moving away from a mindset of inevitability

Transgressive learning – moving away from a mindset of inevitability

by amiddlet50

| 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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Transparency, turbulence, ambiguity and uncertainty in #activelearning

by amiddlet50

| #learning, active learning, agency, art, becoming, being, belonging, challenge, clarity, co-creation, co-operation, co-operative learning, communities of practice, connecting, creativity, doing, embodiment, experience, experiential learning, formal learning, identity, learner engagement, learning ecology, learning environments, motivation, non-formal learning, ontology, place, placemaking, Presence, scaffolding, self-efficacy, skills, space, studio, studio for all, Syndicated, Teaching, technique, Technology, tutoring
August 30, 2021

“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 ?
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Between states: metaxis, connectedness and fluency

by amiddlet50

| 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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Being part of something – having a sense of presence #activelearning

by amiddlet50

| active learning, agency, authentic learning, being, belonging, co-operation, community, Digital Placemaking, embodiment, enactment, feedback, identity, learner engagement, learning culture, learning environments, Learning Space and Place, Presence, Reflection, Studio and Studio-based Learning, Syndicated, teacher presence
October 24, 2020

The idea of ‘being’ is about presence and is central to an active learning philosophy. It reflects two things: personal identity and social presence in the learning environment. Lehman and Conceicao (2010) describe this as ‘being there’ and ‘being together’. … Continue reading ?
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Further reflections on learning walks and the #Twalk model of #activelearning

by amiddlet50

| active learning, ambiguity, Co-operative pedagogy, connectivism, deviation, embodiment, group size, group work, intimacy, learner engagement, learning ecologies, learning space, learning walk, liminality, Live Briefs, motivation, multitasking, negotiated space, negotiation, networked authorship, notemaking, ownership, polycontextuality, Reflection, sandpit, self-determination, Social Media, social media for learning, stimulus, Syndicated, third place, twalk, twilight, twitter, walk, walking
January 25, 2020

The walk I organised for last week introduced several new ideas about the role and methods of learning walks for me. This is a very long post. I was tempted to break it down. However, I needed to get it … Continue reading →
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What I Can Bear to Remember about Academic Job Video Interviews

by jgieseking

| Academia, Academic Job Search, Critical Geography, embodiment, Pedagogy & Teaching, Syndicated, writing
November 14, 2019

It’s that season again: Skype and Zoom links are being clicked through in email inboxes, along with actual phone numbers being dialed, in order to participate in preliminary academic job interviews. Many friends and colleagues I know and love are aching through the process of those interviews (as well as on-campus interviews–go, peeps, go). I too once carefully created a convincing-enough library behind me, selected my shirt and jacket much more carefully than the pants no one could see under my desk, and tested my Wifi connection about a thousand times while shakily breathing over my Mac. I wished this process would be easier and, eventually, I found it to be easier by approaching the interviews differently and with different preparation techniques. In fact, once I figured out and then took up a handful of practices, I felt a greater sense of trust in myself as a scholar and determined …
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What I Can Bear to Remember about Academic Job Video Interviews

by jgieseking

| Academia, Academic Job Search, Critical Geography, embodiment, Pedagogy & Teaching, Syndicated, writing
November 14, 2019

It’s that season again: Skype and Zoom links are being clicked through in email inboxes, along with actual phone numbers being dialed, in order to participate in preliminary academic job interviews. Many friends and colleagues I know and love are aching through the process of those interviews (as well as …
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Blogging as a site of embodiment, co-production and enculturation

by amiddlet50

| ANT, assemblage theory, belonging, blogging, challenge, Co-operative pedagogy, co-production, components, creativity, critical ontology, distributed cognition, embodiment, hybrid learning studio, learning space, ontology, othering, paradox, podcasting, Possibilities, site, situated learning, social media for learning, sociomateriality, studio, studio for all, studio-based learning, Support, Syndicated, ZPD
August 10, 2019

In this post I look at blogging as a studio space by reflecting on how and why I blog. A study of studio is a study of embodiment: the “embodied occupational engagement in constructing meaning [and how] the occupations in … Continue reading →
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