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 92792 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.

  2. 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

    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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  5. amiddlet50

    Being smarter than AI – rethinking our assessment design?

    by
    | Academic Innovation and Possibilities, academic integrity, active learning, agency, AI, Assessment, Assessment & Feedback, assessment literacy, authentic assessment, authentic learning, case-based learning, ChatGPT, creativity, currency, deduction, enquiry-based learning, inquiry, Inquiry Based Learning, nergotiated learning, open-ended, pbl, personaisation, problem-based learning, project-based learning, smart assessment, social, student-centred, Syndicated
    January 31, 2023
    The discussion channels used by educational developers have been dominated by the topic of ChatGPT since the New Year. There are two dimensions to this: concerns over academic integrity and the opportunity ChatGPT and other AI tools bring to assessment. … Continue reading ?
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  6. amiddlet50

    A Man Walked into a Bar: humour, space, self-deprecation, #activelearning

    by
    | #learning, active learning, case-based learning, challenge, Co-operative pedagogy, collaboration, creativity, deduction, edutainment, engagement, fun, game based learning, gamification, group work, Humour, in jokes, inclusivity, jokes, learner engagement, Performance, persona, Play, playful learning, Poetry, self-awareness, Syndicated, Teaching, tension, trust
    September 16, 2022
    In this post I explore the pedagogy of humour in the context of higher education teaching and learning and begin to realise there’s more to humour in the classroom than having a bit of fun! This was my starting point, … Continue reading ?
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  7. amiddlet50

    Absence of detail and the value of ambiguity in art and education

    by
    | #Ethics, abstract, active learning, agency, ambiguity, art, being, clarity, creativity, detail, discovery, learner engagement, learning ecologies, literalism, Music, narrative, noise, photography, Reflection, scaffolding, sculpture, space, student engagement, student-centred, Studio and Studio-based Learning, Syndicated, Teaching, walking
    September 12, 2022
    This post pulls together ideas about the value of ambiguity and space in art and education by drawing upon my diverse experiences as educator, artist, and musician. It wanders! In some ways, it is about creating room to wander. I hope you it connects with your own wanderings. Continue reading ?
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  8. amiddlet50

    Ritual in the learning environment

    by
    | acquiescence, active learning, affinity spaces, agency, being, belonging, co-creation, Co-operative pedagogy, collaboration, diversity, doing, habit, identity, learner engagement, Learning Space and Place, liminality, non-formal learning, place, Relationships, ritual, routine, studio, Studio and Studio-based Learning, studio for all, Syndicated
    April 6, 2022
    In this post I explore what is meant by ritual in relation to the teaching and learning experience and, as we reset our post-pandemic classrooms, why we should care. Given that there is little obligation to care, beyond a notion … Continue reading ?
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  10. amiddlet50

    Community of Enhancement

    by
    | 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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  11. amiddlet50

    Curiosity – untapping latent energy

    by
    | active learning, agency, case-based learning, challenge, course design, course-focussed practice, critical thinking, curiosity, decision-based learning, deduction, deductive reasoning, deep learning, desire, drive, enjoyment, exploration, flow, fragmentation, graduate capabilities, interrogation, intrigue, intrinsic motivation, Knowledge, learner engagement, Lifelong Learning, liminality, module-centric, narrative, negotiation, open-ended, passive learning, Syndicated, transition, wonder, wonderment
    November 22, 2021
    Continuing from the post ‘Sublime, curious and distracted – challenging conceptions of learning’, I want to examine curiosity towards finding strategies that can be deployed by the academic and the learner themselves to create an engaging learning environment. Surely, curiosity … Continue reading ?
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  12. amiddlet50

    Sublime, curious and distracted – challenging conceptions of learning

    by
    | active learning, conundrum, curiosity, curious, deviation, distraction, divergence, exploration, impulse, intrigue, intrinsic motivation, learner engagement, Learning Space and Place, place, Syndicated
    November 19, 2021
    Tyson E. Lewis in ‘The Dude Abides, or Why Curiosity Is Important for Education Today’, looks at the idea of curiosity from a pedagogical perspective. He sets curiosity in stark contrast to widely held beliefs about education where blind faith … Continue reading ?
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  13. amiddlet50

    Education as a liminal state

    by
    | active learning, anxiety, boundaries, boundary crossing, Digital Placemaking, discovery, home, hybrid learning space, in-between, innovation, Learning Space and Place, liminality, networked learning, non-formal learning, polycontextuality, ritual, self-determination, stretch, sublime, Syndicated, threshold concepts
    September 18, 2021
    I have been reading Thomassen’s (2014) ‘Liminality and the modern: living through the in-between’. Liminality comes up in my work on a daily basis, whether I am thinking about the connections we make through models of hybrid learning, interdisciplinary learning, … Continue reading ?
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  14. amiddlet50

    Unified Active Learning – our commitment to #activelearning wherever and however we access learning

    by
    | active learning, blended learning, challenge, Change, collaborative, design, ecosystem, hybrid learning space, identity, inclusivity, innovation, learner engagement, learning environments, Learning Space and Place, pandemic, placemaking, space, Syndicated, Teaching, UAL, unified active learning
    September 1, 2021
    I am in reflective mode – it’s summer 2021 and in the West we’re trying to get over the pandemic, catch our breath, and decide what we value, what we have done, what changes will stick. It is both a … Continue reading ?
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  15. amiddlet50

    Transparency, turbulence, ambiguity and uncertainty in #activelearning

    by
    | #learning, active learning, agency, art, becoming, being, belonging, challenge, clarity, co-creation, co-operation, co-operative learning, communities of practice, connecting, creativity, doing, embodiment, experience, experiential learning, formal learning, identity, learner engagement, learning ecology, learning environments, motivation, non-formal learning, ontology, place, placemaking, Presence, scaffolding, self-efficacy, skills, space, studio, studio for all, Syndicated, Teaching, technique, Technology, tutoring
    August 30, 2021
    “One student’s safe uncertainty is another student’s chaotic nightmare.” (Orr & Shreeve, 2018) Based on research I conducted with others into student satisfaction of learning (Heaton et al., 2015), being clear with students about what is expected of them has … Continue reading ?
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  16. 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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  17. amiddlet50

    Deviation and self-determination #activelearning

    by
    | active learning, assemblage theory, connectivism, constellation, creativity, curiosity, deviant, deviation, digital fluency, ecology, intrinsic motivation, learner engagement, learning ecologies, Learning Space and Place, motivation, psyschogeography, self-determination, situated learning, spatial literacy, Studio and Studio-based Learning, Syndicated, wander
    August 11, 2021
    In a previous post I suggested that the art of teaching to an active learning philosophy is about creating loose structures so that each and every student has the space to bring their own knowledge, experience and imagination to their … Continue reading ?
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  18. 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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  19. amiddlet50

    Simulation – storyboarding and paper prototyping #activelearning

    by
    | Academic Innovation and Possibilities, active learning, paper prototype, prototyping, role play, simulation, storyboarding, Syndicated
    June 14, 2021
    Photo by Matt Popovich on Unsplash Educational simulation is an interesting and, in my view, underutilised area of active learning. Often associated with technology-based approaches, educational simulation is in fact a broader field. In this broad sense it creates a … Continue reading ?
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  20. amiddlet50

    Crisis – what crisis? A time for academic innovation

    by
    | Academic innovation, active learning, Change, co-operation, collaboration, connecting, creativity, inclusivity, innovation, placemaking, Syndicated, Teaching
    June 10, 2021
    At Wonkfest I attended a panel session titled Changing the Culture of Changing the Culture in which Charlotte Summers, who is Head of Commercial Development at the RSA, referred to the RSA’s excellent Future Change Framework. Admittedly, I am a … Continue reading ?
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  21. amiddlet50

    Conversation-base #activelearning – exploiting the differences between dialogue and debate

    by
    | active learning, active listening, argument, co-operation, competition, conceit, Conflict, confrontation, conversation, conviction, crit, critical analysis, Critique, debate, debrief, dialogue, exchange, fake news, ground rules, influence, Inquiry Based Learning, ipsative assessment, leadership, moot, mooting, pedagogy, persuasion, Reflection, reflective learning, safe space, sport, Syndicated
    May 30, 2021
    Active learning is essentially conversational – a ‘to-ing and fro-ing’ of ideas, whether this is a collaborative exchange or personal cogitation and reflection. Pedagogically, there is a lot to exploit here. I was recently involved in a discussion about the … Continue reading ?
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  22. amiddlet50

    Learning walks with awe are good for you

    by
    | active learning, awe walks, critical thinking, Global Festival of Active Learning, Instagram, learning walk, meander, nightwalk, psychogeography, rural landscape, sublime, Syndicated, twalk, urban lanscape, walk, wander
    May 23, 2021
    Awe walks boost emotional well-being according to a recent study conducted by researchers from UC San Francisco and Trinity College Dublin. The study looked at the effect of a weekly 15 minute walk on adults in which selected walkers reported … Continue reading ?
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  23. 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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  25. amiddlet50

    Between states: metaxis, connectedness and fluency

    by
    | 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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  26. amiddlet50

    Fluency – standing, walking, dancing

    by
    | active learning, Applied Learning, balance, capabilities, creativity, curiosity, digital fluency, flency, flow, learner engagement, Learning Space and Place, Literacies and intelligence, literacy, postdigital, skills, Syndicated, walking
    February 21, 2021
    Being able to distinguish between skills, literacy and fluency is a perennial part of my job as an educational developer. This is most visible in thinking about how to communicate and engage people in conversations to do with digital capabilities, … Continue reading ?
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  27. 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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  28. amiddlet50

    Mapping my learning: visualising not just being visual

    by
    | active learning, art, assemblage theory, Co-operative pedagogy, ecology, ecosystem, identity, learner engagement, learning ecology, Learning Space and Place, map, mapping, navigation, negotiated learning, negotiation, social construction, Studio and Studio-based Learning, Syndicated, walking
    January 30, 2021
    A few posts ago I thought through some ideas about using metaphorical maps as a way of navigating learning. I want to pursue this here to discover further intersections and connections, especially as we gear up for the collaborative inquiry … Continue reading ?
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  29. 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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