Curiosity – untapping latent energy

Curiosity – untapping latent energy

by amiddlet50

| active learning, agency, case-based learning, challenge, course design, course-focussed practice, critical thinking, curiosity, decision-based learning, deduction, deductive reasoning, deep learning, desire, drive, enjoyment, exploration, flow, fragmentation, graduate capabilities, interrogation, intrigue, intrinsic motivation, Knowledge, learner engagement, Lifelong Learning, liminality, module-centric, narrative, negotiation, open-ended, passive learning, Syndicated, transition, wonder, wonderment
November 22, 2021

Continuing from the post ‘Sublime, curious and distracted – challenging conceptions of learning’, I want to examine curiosity towards finding strategies that can be deployed by the academic and the learner themselves to create an engaging learning environment. Surely, curiosity … Continue reading ?
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Mapping my learning: visualising not just being visual

by amiddlet50

| active learning, art, assemblage theory, Co-operative pedagogy, ecology, ecosystem, identity, learner engagement, learning ecology, Learning Space and Place, map, mapping, navigation, negotiated learning, negotiation, social construction, Studio and Studio-based Learning, Syndicated, walking
January 30, 2021

A few posts ago I thought through some ideas about using metaphorical maps as a way of navigating learning. I want to pursue this here to discover further intersections and connections, especially as we gear up for the collaborative inquiry … 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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Universal design and #activelearning

by amiddlet50

| active learning, challenge, Co-operative pedagogy, Digital Placemaking, equity, failure, learner engagement, learning space, motivation, navigation, negotiation, PhD, self-direction, stretch, student-centred learning, studio, studio-based learning, Syndicated, universal design
November 3, 2019

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 →
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Conversational Learning Spaces for #activelearning

by amiddlet50

| Academic innovation, active learning, agency, Applied Learning, Assessment & Feedback, belonging, Co-operative pedagogy, context, conversation, creativity, Digital Placemaking, diversity, employability, exchange, identity, improvisation, inclusivity, learner engagement, learning space, Literacies and intelligence, negotiation, openness, parity, PhD, place, Possibilities, selfregulation, Serendipity, social construction, social media for learning, storytelling, studio-based learning, Syndicated, timeliness, trust, walking
October 3, 2019

In an earlier post I referred to Learning Walks as conversational learning spaces. As such, they exemplify active learning spaces. The focus on conversation as a dimension of active learning is at the heart of the rationale for advocacy for … Continue reading →
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