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 92521 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.

  3. amiddlet50

    Wrecking it with Brexit

    by
    | Academic innovation, active learning, assemblage theory, belonging, Brexit, co-creation, Co-operative pedagogy, conference, connectivity, ecology, employability, gamification, globalisation, icebreaker, intercultural learning, interdisciplinary learning, interprofessionalism, learner engagement, learning space, Lego Serious Play, LSP, open learning, populism, research, scholarship, Syndicated
    September 22, 2019
    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 →
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  4. amiddlet50

    Polycontextuality, spheres and headphones

    by
    | active learning, actor-network theory, affective domain, affordances, ANT, assemblage theory, atmospheres, attention, audio, belonging, BYOD, Co-operative pedagogy, Digital Placemaking, digital voices, emotional intelligence, games development, gamification, headphones, immersive learning space, isolation, learner engagement, learning space, Literacies and intelligence, Media-enhanced learning, PhD, polycontextual bridging, polycontextuality, Possibilities, psychosocial, research, social media for learning, sound space, spatial literacy, spheres, studio, studio-based learning, Syndicated
    September 8, 2019
    Space, including learning space, can be thought of as ‘spheres’ and ‘atmospheres’. Ash (2016) looks at the implications of this for studio studies. For me and my own interest in studio-based learning and my longstanding interest in the ‘digital voice’ … Continue reading →
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  5. amiddlet50

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

    by
    | 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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  6. amiddlet50

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

    by
    | Academic innovation, active learning, Assessment & Feedback, audio, audio feedback, BYOD4L, creativity, innovation, learner engagement, learning space, Media-enhanced feedback, Media-enhanced learning, media-enhanced Teaching and learning, pedagogy, Possibilities, research, screencast, Smart Learning book, Syndicated, table gallery, Video
    June 26, 2019
    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 →
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  7. teresa

    8 Steps of the Scientific Method You Need to Know

    by
    | 8 steps of the scientific method, dependent variable, education, experiments, independent variable, research, scientific method, Syndicated, variables
    January 15, 2019

    The 8 steps of the scientific method are a step-by-step method of inquiry.  They provide a logical blueprint for scientists to test their questions in a structured way. Valid and logical conclusions are the result. Scientists are looking for cause and effect relationships.  Their educated guess or hypothesis  can be supported, partly supported or rejected by their experiment.  So what are these 8 steps of the scientific method?

    The post 8 Steps of the Scientific Method You Need to Know appeared first on Science Alcove.

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  8. amiddlet50

    Being there – thinking about presence #socmedhe18 #mugafesto

    by
    | 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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  9. emilysmayy

    Research in Artificial Intelligence (AI) in Online Education

    by
    | AI, emily may, Emily S. May, Instructional Design, literature review, online education, research, Syndicated
    December 16, 2018

    This project was part of my coursework in my Information and Learning Technology master’s program at the University of Colorado Denver and focused on research in learning design and technology. I split my time between analyzing and evaluating methods for observing instruction, assessing learning and collecting reports to improve instruction with researching limitations and affordances of AI in online education.… Read more →

    The post Research in Artificial Intelligence (AI) in Online Education appeared first on Emily S. May .

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  10. amiddlet50

    Lurking, Active Learning and Legitimate Peripheral Participation #socmedhe18

    by
    | active learning, belonging, BYOD, communities of practice, Lave, legitimate periupheral participation, Literacies and intelligence, lurking, modelling, observation, open learning, peer mentoring, research, scaffolding, Smart Learning book, social media for learning, Syndicated, Vygotsky, Wenger
    November 29, 2018
    The first principle of active learning according to Bonwell & Eison (1991) is that it is more than passive listening. A rather negative note to start on perhaps, but we can see where they’re coming from. As we prepare, at … Continue reading →
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  11. amiddlet50

    C is for course of course

    by
    | Academic innovation, active learning, Applied Learning, Assessment & Feedback, belonging, confidence, consistency, course, course-focused practice, learner engagement, research, self-efficacy, Syndicated
    November 28, 2018
    Building upon research I conducted with student-nominated inspirational teachers in 2014 and then developed with colleagues here at SHU, to relate my work to the NSS, I have been working closely with all academic staff across three departments this year … Continue reading →
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  12. amiddlet50

    Researching academic innovation to foster belonging

    by
    | Academic innovation, belonging, identity, innovation, learning environments, learning space, People, place, placemaking, Relationships, research, research methods, social, student engagement, Syndicated, Third Space
    March 4, 2018
      I am working with an innovative subject group at the moment who have done much to foster student belonging. They have a long list of small recent and current initiatives intended to develop a cohesive disciplinary identity. Previously, they … Continue reading →
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