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 92517 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

    Creative Assessment – what is it?

    by
    | Academic innovation, Academic Innovation and Possibilities, Assessment, Assessment & Feedback, blogging, creativity, learner engagement, Media-enhanced feedback, Media-enhanced learning, MELSIG, social media for learning, Syndicated
    December 15, 2023
    In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading ?
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  3. amiddlet50

    Photopedagogy and photovoice

    by
    | Academic innovation, Academic Innovation and Possibilities, active learning, agency, audio, audio-enhanced learning, belonging, BYOD4L, capture, co-production, community, connectivity, creativity, Digital Placemaking, learner engagement, learner gatherer, learning ecologies, learning ecology, Learning Space and Place, location, Media-enhanced learning, mobile learning, photo elicitation, photograph, photography, photomontage, photopedagogy, photovoice, place, portfolio, screen-based learning, Smart Learning & BYOD, smartphone, social media for learning, Syndicated, ubiquitous technolous, user producer
    August 14, 2021
    Loopmans et al. (2012) observe that photographs incite public debate about place and community. When that public context is the university course and where there is a desire for learning engagement and community building, how can photography empower the learner? … Continue reading ?
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  4. amiddlet50

    Vertical and horizontal learning networks: implications for #active learning

    by
    | active learning, boundary crossing, co-operation, co-operative learning, Co-operative pedagogy, collaboration, competition, horizontal networks, hybrid learning space, joint enterprise, learning environments, Learning Space and Place, place, social media for learning, space, studio, Studio and Studio-based Learning, studio-based learning, Syndicated, vertical networks
    August 1, 2021
    This presentation is useful for thinking about the difference between collaborative and co-operative learning. My interest in social media for learning, studio-based learning, and hybrid learning centres on how people work and learn together. They often return to ‘working alongside’ … Continue reading ?
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  5. amiddlet50

    Playing with time and crossing boundaries: multichronicity #activelearning

    by
    | #ARUalc, active learning, Active Learning Conference, Activity, activity patterns, asynchronous, binary, bounaries, co-writing, collaboration, consequence, conversational learning, curation, Digital Placemaking, doing, ecology, eddie, engagement, experience, experiential learning, flow, hashtag, haunting, hybrid learning, inclusivity, latency, learner engagement, learning ecologies, learning engagement, learning space, Learning Space and Place, Media-enhanced learning, memory, memory mapping, micro-conversation, multichronicity, multilogue, navigation, podcasting, polycontextuality, reflection in action, reflection on action, Scholarship and Research, social media for learning, synchronous, Syndicated, temporal space, time-based learning, timeline, traces, tweetchat, UAL, unified active learning, walking
    May 16, 2021
    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 ?
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  6. amiddlet50

    Lifewide learning domains: rich intersections or contested spaces

    by
    | ambiguity, Assessment, belonging, boundary crossing, connections, Digital Placemaking, domains, education, experiential learning, family, friendship, incidental learning, intersections, learner engagement, Learning Space and Place, lifewide learning, lockdown, map, mapping, non-formal learning, ontology, pandemic, Personal & Professional Development Planning, place, polycontextuality, psychogeography, Reflection, Scholarship and Research, social media for learning, socialisation, space, Syndicated, third place, Third Space, walking
    February 6, 2021
    I noted in my previous post on mapping our learning that I would be engaging in the collaborative inquiry ‘Towards a Better Understanding of Our Own Learning Lives’ led by Norman Jackson, Rob Ward and Jenny Willis. I have just about … Continue reading ?
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  7. amiddlet50

    Revisting the 5Cs to discover value for different times

    by
    | active learning, belonging, BYOD, BYOD4L, co-operation, Co-operative pedagogy, collaboration, Communication, connectivism, creativity, curation, ecology, learning ecology, Learning Space and Place, MELSIG, place, Smart Learning & BYOD, Social Media, social media for learning, Syndicated
    January 16, 2021
    I have had an immense feeling of warmth and solidarity this evening as good thoughts and memories have been triggered by Sheila’s post on How Sheila Sees It ‘Bring your own device for learning or bringing learning to your device?’ … Continue reading ?
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  9. amiddlet50

    Learning Spaces Iceberg

    by
    | active learning, adjacent space, agency, becoming, being, belonging, blended learning, connecting, connectivism, Digital Placemaking, digital space, doing, experiential learning, formal learning, friendship, hubs, hybrid learning space, infographic, informal learning, Learning Space and Place, liminality, material space, Media-enhanced learning, non-formal learning, ontology, placemaking, Smart Learning & BYOD, social media for learning, social spaces, spatial literacy, Syndicated, Third Space, timetabling, twalk, zones
    October 27, 2020
    This infographic represents the complexity of learning space discourse and points to the experiential value of the ‘hidden depths’ where the space is least understood because it is least represented and least visible – who are the advocates for the … Continue reading ?
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  11. amiddlet50

    Further reflections on learning walks and the #Twalk model of #activelearning

    by
    | 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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  12. amiddlet50

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

    by
    | active learning, belonging, Co-operative pedagogy, D3BC, identity, learning space, learning walk, polycontextuality, social media for learning, Syndicated, twalk, walk, walking, walkshop
    January 14, 2020
    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 →
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  13. amiddlet50

    Space Walk #Twalk #ALN #activelearning

    by
    | active learning, becoming, being, belonging, BYOD, connecting, connectivism, D3BC, Digital Placemaking, doing, identity, learner engagement, learning space, social media for learning, Syndicated, twalk
    December 19, 2019
    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 →
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  14. amiddlet50

    Design for Active and Blended Learning

    by
    | active learning, blended learning, Co-operative pedagogy, learner engagement, learning space, polycontextuality, social media for learning, Syndicated, Teaching
    October 9, 2019
    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 →
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  15. amiddlet50

    Conversational Learning Spaces for #activelearning

    by
    | 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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  16. 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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  17. 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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  18. amiddlet50

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

    by
    | ANT, assemblage theory, belonging, blogging, challenge, Co-operative pedagogy, co-production, components, creativity, critical ontology, distributed cognition, embodiment, hybrid learning studio, learning space, ontology, othering, paradox, podcasting, Possibilities, site, situated learning, social media for learning, sociomateriality, studio, studio for all, studio-based learning, Support, Syndicated, ZPD
    August 10, 2019
    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 →
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  19. amiddlet50

    The core principles of co-production

    by
    | #learning, active learning, Co-operative pedagogy, co-production, collaboration, hybrid learning studio, learner-generated content, Possibilities, principles, Relationships, Social Media, social media for learning, studio-based learning, Syndicated, web 2.0
    August 5, 2019
    Co-production, as defined by Filipe et al. (2017), is “an exploratory space and a generative process that leads to different, and sometimes unexpected, forms of knowledge, values, and social relations.” It is more than a matter of ‘production’ being an outcome … Continue reading →
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  20. amiddlet50

    Competition and co-operation in the #activelearning classroom

    by
    | Academic innovation, active learning, assemblage theory, Assessment & Feedback, BYOD, co-creation, co-operation, Co-operative pedagogy, co-production, collaborating, collaboration, competition, creativity, ecology, gamification, Image, Instagram, learner engagement, learning ecology, learning space, memes, motivation, peer assessment, PhD, sm4l, smart learning, Social Media, social media for learning, studio, studio-based learning, Syndicated, team-based learning
    August 3, 2019
    I have been reading a great paper this morning on the use of Instagram memes by students studying art at Central St Martins (Burns et al., 2016). Amongst the many themes present in the paper, I picked up on one … Continue reading →
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  21. amiddlet50

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

    by
    | Academic innovation, active learning, Digital Placemaking, floor-based pedagogy, learning space, learning walk, Possibilities, social media for learning, space, studio-based learning, Syndicated, twalk, walking, walls
    June 8, 2019
    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 →
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  22. amiddlet50

    #Twalk – a new active pedagogy explained

    by
    | Academic innovation, active learning, Assessment, Assessment & Feedback, BYOD, learner engagement, Media-enhanced learning, pedagogy, social media for learning, Syndicated, twalk, walking
    March 28, 2019
    This post, and the ones that will follow, reflect on the Twalk as a pedagogy. In particular, I consider how students can draw upon the conversational activity and use the data it generates as the basis for developing and explaining … Continue reading →
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  24. amiddlet50

    Doing, Being, Becoming, Belonging & Connecting #twalk #spacetwalkLeeds

    by
    | active learning, Applied Learning, becoming, being, belonging, connecting, Connectionism, Constructivism, Digital Placemaking, doing, experiential learning, learner engagement, learning pace, learning space, Literacies and intelligence, Personal & Professional Development Planning, Reflection, self-efficacy, situated learning, social constructivism, social media for learning, space, Syndicated
    March 23, 2019
    The Twalk next week (27th March 2019) at 1-2pm UK time, has the theme of Doing, Being, Belonging, Becoming and Connecting – the role of learning space, This post provides a little explanation of each of those keywords. Doing A focus … Continue reading →
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  25. amiddlet50

    Twalking back to happiness #twalk #spacetwalkLeeds

    by
    | active learning, becoming, being, belonging, BYOD, connecting, conversation, Digital Placemaking, doing, formal learning, home, informal learning, learner engagement, learning space, Media-enhanced learning, non-formal learning, ontology, place, polycontextuality, social media for learning, space, Syndicated, third place, twalk, walk, walking, walkshop
    March 21, 2019
    Join us for a Twalk , 27th March 2019 Theme: Doing, Being, Belonging, Becoming and Connecting – the role of learning space Venue: Your campus When:  Wednesday 27th March 2019 between 1pm and 2pm (gather at 12.55 and allow time … Continue reading →
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  26. 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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  28. 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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  29. amiddlet50

    The happy accident – accidental learning #socmedhe18

    by
    | accidental learning, creativity, formal learning, incidental learning, informal learning, learner engagement, learning space, Media-enhanced learning, mistakes, risk, Social Media, social media for learning, Syndicated
    November 7, 2018
    I am trying to write about formality in learning. This is an ongoing theme for me inevitability, given my interest in spaces for learning in which the learner is the prime mover and agent at the centre of their learning. … Continue reading →
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  30. amiddlet50

    The tweet is the new photograph

    by
    | agency, Digital Placemaking, Instagram, Literacies and intelligence, mediation, photo, photography, Possibilities, Snapchat, Social Media, social media for learning, Syndicated, tweet, twitter
    July 15, 2018
    I am reading Susan Sontag’s seminal book On Photography from 1977. It’s interesting reading the book in an age where the act of photographing the world has exploded beyond what Sontag could have imagined – even though her critique of … Continue reading →
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