Feedback: where learning begins #activelearning

Feedback: where learning begins #activelearning

by amiddlet50

| active learning, Assessment & Feedback, e-portfolios, feedback, formative assessment, learner engagement, Literacies and intelligence, notemaking, Personal & Professional Development Planning, portfolios, Reflection, reflective learning, Syndicated
September 13, 2020

While the title of this post is intentionally contentious, it allows me to reflect on one or two recent discussions and reinforce some key ideas about active learning design, especially in the context of ‘unified’ active learning (UAL): how it … 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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