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 92571 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

    Playing with time and crossing boundaries: multichronicity #activelearning

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    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 ?
  2. amiddlet50

    Space, walking and non-verbal communications #activelearning

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    Learning walks are valuable conversational spaces. They tend to be non-confrontational and, for me, epitomise co-operative learning. Not only do they feel familiar spaces exemplifying a networked paradigm as people move naturally between small groups through the course of semi-structured … Continue reading
  3. amiddlet50

    Learning Spaces twilight walk on #ActiveLearning on Thursday – join us! #SpaceTwalk2020 #ALN

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    This is a reminder that this Thursday from 4pm-6pm (UK) our Active Learning Network at Anglia Ruskin University is conducting a learning space walk (#SpaceTwalk2020) and we encourage you to join us from wherever you are – walking in parallel … Continue reading
  4. amiddlet50

    Space Walk #Twalk #ALN #activelearning

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    Active Learning Network – Space Walk 16 January 2020, 16:00 – 18:00 GMT Our Active Learning Network satellite group will be taking part in a Space Walk at Anglia Ruskin University and we hope others in the sector will join … Continue reading
  5. amiddlet50

    Universal design and #activelearning

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    Following on from the previous post on Decolonising the active curriculum, this post looks more closely at some of the seven principles of universal design to explore how they can inform the active learning space – its pedagogy and physical-digital … Continue reading
  6. amiddlet50

    Design for Active and Blended Learning

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    I am reposting my blog post for the #LTHEchat tweetchat I led this evening. The tweetchat community is a fantastic forum of co-creativity and I very much value the knowledge that it always generates. Thanks all. The response tonight was as incredible … Continue reading
  7. amiddlet50

    Wrecking it with Brexit

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    I’m sitting in a café on La Rambla in Barcelona following a couple of days participating in an international learning spaces summit in Barcelona (#ILS2019). (nb. I use ‘participating’ not ‘attending’) We are getting really close to Brexit now and … Continue reading
  8. amiddlet50

    Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning

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    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
  9. amiddlet50

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

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    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
  10. amiddlet50

    Blogging as a site of embodiment, co-production and enculturation

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    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
  11. amiddlet50

    Noise annoys in the #activelearning classroom – or does it?

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    Studies of Active Learning Classrooms (e.g. SCALE UP and Team-based Learning), and active learning more generally, identify noise and the ambient conditions of the classroom as being a distinguishing feature (Worthing, 2018). That active learning is noisy, is a truism, … Continue reading
  12. amiddlet50

    Discovery, gamification and loosely structured #activelearning

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    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
  13. amiddlet50

    Table gallery for Media-Enhanced Teaching & Learning #activelearning #ARUengage

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    I led three workshops at yesterday’s Engage Learning & Teaching conference at Anglia Ruskin University.. In one of them, I used the table gallery technique that I turn to frequently as a way to engage participants in topics where there … Continue reading
  14. amiddlet50

    Standing, walking and crawling in action #activelearningNTW

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    The Standing, Walking, Crawling workshop I ran at yesterday’s Active Learning Conference worked remarkably well! Here’s the proof. This is what we made when responding to the challenge to design a novel active learning pedagogy unconstrained by furniture. Three groups, … Continue reading
  15. amiddlet50

    Standing, Walking, Crawling and the art of conversational learning #activelearning

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    On Tuesday I will be running a workshop at the Active Learning Conference at the University of Sussex. Titled ‘Standing, Walking, Crawling and the art of conversational learning’, it reflects on some of the active learning techniques I have developed … Continue reading
  16. amiddlet50

    Walks as Learning Space

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    Learning walks exemplify conversational learning spaces. In this post I reflect on how I designed the learning walk I conducted today for the University of Sheffield’s Faculty of Social Sciences Learning Spaces Group which I am mentoring as they plan … Continue reading
  17. amiddlet50

    Active listening for active learning

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    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
  18. amiddlet50

    Promoting learner autonomy and the question of fail-safe strategies

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    As an advocate of active learning, learner autonomy is never far from my thinking. The development of confident autonomous lifelong learners and intrinsically motivated self-determined graduates captures, for me, the primary purpose of a UK higher education. It is the … Continue reading

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