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 92519 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

    Transgressive learning – moving away from a mindset of inevitability

    by
    | Academic innovation, active learning, adjacent space, agency, authentic learning, boundary crossing, Co-operative pedagogy, communitas, creativity, embodiment, experiential learning, heutagogy, learning ecologies, Learning Space and Place, liminality, negotiated learning, non-formal learning, outsider, polycontextuality, self-determination, self-determination theory, spatial fluency, Studio and Studio-based Learning, Sustainability, Syndicated, third place, Third Space, Transgressive learning
    July 27, 2023
    Transgressive learning is a term associated with sustainability. Wals (2021), for example, discusses the Power of Transgressive Learning in an excellent post. My own interest in the term, however, came from reflecting on educational work I am currently involved in … Continue reading ?
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  3. amiddlet50

    Between states: metaxis, connectedness and fluency

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    | active learning, agency, becoming, being, belonging, boundary crossing, connecting, connectivism, embodiment, engagement, experience, experiential learning, flow, fluency, flux, formal learning, hybrid learning space, hybridity, informal learning, interactivity, interstices, learning ecology, learning environments, Learning Space and Place, liminality, metaxis, networked learning, ontology, permeability, place, placemaking, polycontextuality, Presence, Relationships, self-efficacy, situated learning, social, space, Syndicated, tethering, third place, Third Space
    March 13, 2021
    Learning, for me, often describes a state of being between. This betweenness may refer to ideas, knowledge and understanding, modalities, or spaces. In this post I examine the nuances of terminology used to describe these states; terminology that goes beyond … Continue reading ?
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  4. 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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  5. 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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  6. 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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