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

    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

    Playing with time and crossing boundaries: multichronicity #activelearning

    by
    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 ?
  3. amiddlet50

    Learning Spaces Iceberg

    by
    This infographic represents the complexity of learning space discourse and points to the experiential value of the ‘hidden depths’ where the space is least understood because it is least represented and least visible – who are the advocates for the … Continue reading ?
  4. amiddlet50

    Decolonising the active curriculum #activelearning

    by
    This post considers the need to decolonise the active curriculum. It follows on from ideas considered in the previous post on embodiment which concluded that advocates and practitioners of active learning must look deeply at the meaning of being student-centred. … Continue reading
  5. amiddlet50

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

    by
    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
  6. 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
  7. amiddlet50

    Discovery, gamification and loosely structured #activelearning

    by
    Photo by Raul Petri on Unsplash Following my previous post on gamification and active learning, it is worth giving thought to the extent that effective learning is guided or scaffolded especially around ideas like discovery learning. While it is hard … Continue reading

ds106 in[SPIRE]