Understanding polycontextuality through Happy Valley

Understanding polycontextuality through Happy Valley

by amiddlet50

| agency, assemblage theory, being, belonging, boundary crossing, connecting, connectivism, conversation, Digital Placemaking, digital-social age, ecology, experience, experiential learning, hybrid learning space, inclusivity, interactivity, learning ecology, learning environments, Learning Space and Place, liminality, network, networked authorship, networked learning, non-formal learning, place, placemaking, polycontextuality, Presence, situated learning, social, Social Media, social media for learning, space, Syndicated, third place, Third Space
February 26, 2023

The penultimate episode of Happy Valley on BBC TV included a very tense scene that helps to explain polycontextuality and why it is useful for educators. It seems like the whole country was gripped by Happy Valley – a psychologically … Continue reading ?
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Community of Enhancement

by amiddlet50

| Academic innovation, Academic Innovation and Possibilities, active learning, co-creation, Co-operative pedagogy, Communities of Enhancement, Community of Practice, Digital Placemaking, network, networked authorship, Syndicated, toolkits
November 23, 2021

I keep returning to the phrase Community of Enhancement to describe my philosophy behind my staff development role. It is not astounding but, significantly for me, it is a better than Community of Practice. It reflects and models the ethos … Continue reading ?
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The problem with communities… a consideration of alternatives

by amiddlet50

| active learning, affinity spaces, assemblage theory, belonging, Co-operative pedagogy, communities of practice, creativity, Digital Placemaking, ecology, learner engagement, learning ecology, Learning Space and Place, networked authorship, networked learning, Networking, Studio and Studio-based Learning, Syndicated
October 3, 2020

Why do I explore ideas like being, belonging and becoming in relation to networks, but I hardly talk about communities any more? In this post I will look at why networks and affinity spaces more than communities have come to … Continue reading ?
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Networked authorship as a site of learning

by amiddlet50

| active learning, actor-network theory, assemblage theory, Co-operative pedagogy, networked authorship, networked learning, Syndicated
September 3, 2020

The co-creation of knowledge is, I think, represented in the idea of networked authorship. It’s a term that works very well for me, though it is not widely used as far as I can tell. It was Matt Johnston at … 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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Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning

by amiddlet50

| acquisition, active learning, agency, becoming, co-creation, co-operation, Co-operative pedagogy, co-production, collaboration, Contribution-oriented approach, creativity, Design Thinking, distributed authorship, employability, epistemic fluency, identity, innovation, learner engagement, learner-generated context, learning space, Media-enhanced learning, multimedia, networked authorship, participation, PhD, Problem Solving, research, skills, slow media, social media for learning, studio, studio-based learning, Syndicated, web 2.0
September 4, 2019

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 →
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Being there – thinking about presence #socmedhe18 #mugafesto

by amiddlet50

| Academic innovation, active learning, belonging, BYOD, co-production, creativity, Digital Placemaking, friendship, learner engagement, learning space, Media-enhanced learning, networked authorship, open learning, polycontextuality, Presence, research, Social Media, social media for learning, Syndicated
January 10, 2019

First, and significantly, let me thank my colleagues and co-facilitators of #socmedhe18 which happened at Nottingham Trent University on Wednesday. I will reflect separately on the power of friend-based collaboration as a disruptive basis for creating a stimulating learning environment … Continue reading →
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