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  1. amiddlet50

    Creative Assessment – what is it?

    by
    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 ?
  2. amiddlet50

    Being smarter than AI – rethinking our assessment design?

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    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 ?
  3. amiddlet50

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

    by
    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 ?
  4. amiddlet50

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

    by
    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 ?
  5. amiddlet50

    Ritual in the learning environment

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    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 ?
  6. amiddlet50

    Community of Enhancement

    by
    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 ?
  7. amiddlet50

    Curiosity – untapping latent energy

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    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 ?
  8. amiddlet50

    Sublime, curious and distracted – challenging conceptions of learning

    by
    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 ?
  9. amiddlet50

    Education as a liminal state

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    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 ?
  10. amiddlet50

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

    by
    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 ?
  11. amiddlet50

    Transparency, turbulence, ambiguity and uncertainty in #activelearning

    by
    “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 ?
  12. amiddlet50

    Deviation and self-determination #activelearning

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    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 ?
  13. amiddlet50

    Vertical and horizontal learning networks: implications for #active learning

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    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 ?
  14. amiddlet50

    Simulation – storyboarding and paper prototyping #activelearning

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    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 ?
  15. amiddlet50

    Crisis – what crisis? A time for academic innovation

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    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 ?
  16. amiddlet50

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

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    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 ?
  17. amiddlet50

    Learning walks with awe are good for you

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    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 ?
  18. amiddlet50

    Playing with time and crossing boundaries: multichronicity #activelearning

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    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 ?
  19. amiddlet50

    Fluency – standing, walking, dancing

    by
    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 ?
  20. amiddlet50

    Mapping my learning: visualising not just being visual

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    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 ?
  21. amiddlet50

    Revisting the 5Cs to discover value for different times

    by
    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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