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  1. amiddlet50

    Structure and memory-mapping in #activelearning

    by
    | active learning, co-construction, co-creation, Co-operative pedagogy, conversation, creativity, deviance, heutagogy, inclusivity, learner engagement, Learning Space and Place, map, Media-enhanced learning, memory, memory mapping, object-based learning, open learning, pattern, portfolios, Reflection, reflective learning, structure, Syndicated, twalk, walking
    December 20, 2020
    The idiom ‘from pillar to post’ both indicates the role of structure in a journey and cautions that substance, purpose and clarity are needed if an experience is to be fruitful. In the previous post, I discussed divergence and convergence … Continue reading ?
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  2. amiddlet50

    Playing with divergence and convergence: designing #ActiveLearning

    by
    | active learning, Assessment, Assessment & Feedback, convergence, creativity, Design Thinking, divergence, generative thinking, ideation, learner engagement, Syndicated
    December 11, 2020
    Active learning is a process of opening up and closing down possibilities. Whether you look at course, module, session or activity design, knowing that your role as an academic is to play with divergence and convergence can be really helpful. … Continue reading ?
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  3. 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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  4. amiddlet50

    Being part of something – having a sense of presence #activelearning

    by
    | active learning, agency, authentic learning, being, belonging, co-operation, community, Digital Placemaking, embodiment, enactment, feedback, identity, learner engagement, learning culture, learning environments, Learning Space and Place, Presence, Reflection, Studio and Studio-based Learning, Syndicated, teacher presence
    October 24, 2020
    The idea of ‘being’ is about presence and is central to an active learning philosophy. It reflects two things: personal identity and social presence in the learning environment. Lehman and Conceicao (2010) describe this as ‘being there’ and ‘being together’. … Continue reading ?
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  6. amiddlet50

    The problem with communities… a consideration of alternatives

    by
    | active learning, affinity spaces, assemblage theory, belonging, Co-operative pedagogy, communities of practice, creativity, Digital Placemaking, ecology, learner engagement, learning ecology, Learning Space and Place, networked authorship, networked learning, Networking, Studio and Studio-based Learning, Syndicated
    October 3, 2020
    Why do I explore ideas like being, belonging and becoming in relation to networks, but I hardly talk about communities any more? In this post I will look at why networks and affinity spaces more than communities have come to … Continue reading ?
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  7. amiddlet50

    Feedback: where learning begins #activelearning

    by
    | active learning, Assessment & Feedback, e-portfolios, feedback, formative assessment, learner engagement, Literacies and intelligence, notemaking, Personal & Professional Development Planning, portfolios, Reflection, reflective learning, Syndicated
    September 13, 2020
    While the title of this post is intentionally contentious, it allows me to reflect on one or two recent discussions and reinforce some key ideas about active learning design, especially in the context of ‘unified’ active learning (UAL): how it … Continue reading ?
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  9. amiddlet50

    What is co-operative learning?

    by
    | co-operative learning, Co-operative pedagogy, equality, inclusivity, self-actualisation, self-efficacy, Syndicated, Values
    September 2, 2020
    I was asked by the Co-operative College: ‘what do I understand by the term co-operative learning?’ My response will sit alongside others in an introductory online course on co-operative education. Here’s my answer to the question. Flipgrid video version: https://flipgrid.com/s/bd52e0344b99 … Continue reading ?
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  10. amiddlet50

    Curation as a pedagogy #activelearning

    by
    | active learning, BYOD4L, co-creation, creativity, critical literacy, curation, digital fluency, digital literacy, learner engagement, Literacies and intelligence, skills, social bookmarking, Syndicated
    September 2, 2020
    This article considers the agency of the learner in an active learning context. It considers curation as an act of making; more than taking, the learner processes artefacts to discover new knowledge. Curation is an iterative learning activity of collecting, … Continue reading ?
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  16. 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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  17. amiddlet50

    Space, walking and non-verbal communications #activelearning

    by
    | active learning, belonging, Body Language, BYOD, Co-operative pedagogy, confrontation, conversation, empathy, incidental learning, learner engagement, learning space, learning walk, listening skills, non-formal learning, personal space, Serendipity, studio, studio-based learning, Syndicated, walking
    January 25, 2020
    Learning walks are valuable conversational spaces. They tend to be non-confrontational and, for me, epitomise co-operative learning. Not only do they feel familiar spaces exemplifying a networked paradigm as people move naturally between small groups through the course of semi-structured … Continue reading →
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  18. 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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  20. 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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  21. amiddlet50

    Universal design and #activelearning

    by
    | active learning, challenge, Co-operative pedagogy, Digital Placemaking, equity, failure, learner engagement, learning space, motivation, navigation, negotiation, PhD, self-direction, stretch, student-centred learning, studio, studio-based learning, Syndicated, universal design
    November 3, 2019
    Following on from the previous post on Decolonising the active curriculum, this post looks more closely at some of the seven principles of universal design to explore how they can inform the active learning space – its pedagogy and physical-digital … Continue reading →
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  22. amiddlet50

    Decolonising the active curriculum #activelearning

    by
    | active learning, activity design, BAME, belonging, co-creation, Co-operative pedagogy, decolonisation, Design Thinking, differentiation, diversity, equity, experiential learning, hidden curriculum, inclusivity, learner engagement, learning ecology, personalisation, PhD, self-direction, stimuli, stimulus, studio, Syndicated, universal design
    October 14, 2019
    This post considers the need to decolonise the active curriculum. It follows on from ideas considered in the previous post on embodiment which concluded that advocates and practitioners of active learning must look deeply at the meaning of being student-centred. … Continue reading →
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  23. amiddlet50

    Embodiment – physicality and presence in #activelearning

    by
    | active learning, agency, assemblage theory, audio feedback, belonging, blended learning, care, co-operation, Co-operative pedagogy, communities of practice, conversation, critical pedagogy, ecology, experience, experiential learning, hapitics, identity, inclusivity, learner engagement, learning ecology, learning environments, learning space, Literacies and intelligence, networked learning, ontology, People, PhD, physicality, place, placemaking, polycontextuality, Presence, psychology, Reflection, Relationships, self-efficacy, situated learning, smart devices, smart learning, social theory, space, storytelling, studio, studio for all, Syndicated, Technology, Third Space, twalk, voice
    October 14, 2019
    Imagine active learning. What comes to mind for me is people, together, finding value and common purpose in each other. ‘People’ is a significant word in this description. It’s not an abstract notion of ‘learner’, it is a real, humanistic … Continue reading →
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  24. 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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  25. 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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  26. 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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  27. amiddlet50

    Get active- watch TV

    by
    | active learning, bob, Box of Broadcasts, BYOD, Co-operative pedagogy, creativity, learner engagement, Media-enhanced learning, peer assessment, problem-based learning, scenario-based learning, scenarios, Syndicated, Video
    September 11, 2019
    My colleague Jason Williams at ARU’s DigiFest (#ARUDigifest) introduced our academics to Box of Broadcasts (BoB), a service provided by the British University’s Film & Video Council (BUFVC). The service provides access to 65 ‘free-to-air’ channels and their current and … Continue reading →
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  28. 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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  29. 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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  30. amiddlet50

    The Connected Classroom – “The Hub of Connectivity” #activelearning #hybridlearning

    by
    | active learning, authentic learning, blended learning, co-creation, Co-operative pedagogy, co-production, conceptual knowledge, connected learning, context, creativity, definition, digifest, Digital Learning, Digital Placemaking, hybrid learning space, hybrid learning studio, hybridity, Ideas, interactivity, learner-generated content, learning environments, learning space, Media-enhanced learning, PhD, place, Possibilities, real world, situated learning, space, studio, Syndicated, Technology, technology-enhanced learning
    August 22, 2019
    I am preparing a workshop for #ARUDigiFest titled ‘Digital collaborators: developing a digital classroom approach of connected learning’ (Cambridge 9th September and Chelmsford 11th September). Working with my colleague Uwe Richter, we will explore the idea of the digital classroom … Continue reading →
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