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  1. amiddlet50

    Teaching ‘whole people’ holistically – understanding co-operative learning

    by
    | active learning, association, belonging, co-operative learning, Co-operative pedagogy, creativity, employability, experiential learning, graduate capitals, learner engagement, learning space, Personal & Professional Development Planning, space, studio-based learning, Syndicated
    August 20, 2019
    Andresen, Boud and Choen (2000) set out criteria for experience-based learning. The goal of experience-based learning involves something personally significant or meaningful to the students; Students should be personally engaged; Reflective thought and opportunities for students to write or discuss … Continue reading →
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  2. 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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  3. 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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  4. 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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  6. amiddlet50

    Product – co-production vs commodification as a site of learning

    by
    | active learning, agency, belonging, co-operation, Co-operative pedagogy, co-production, collaboration, commodification, communities of practice, employability, engagement, experiential learning, learner engagement, learning ecology, studio-based learning, Syndicated
    July 27, 2019
    Yesterday, I spent much of my time in meetings: one appraisal, one research-related, one project-related, and one a planning meeting. Coincidently, each of those four meetings required me to remind myself that an education is not, “A thing that can … Continue reading →
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  7. amiddlet50

    Noise annoys in the #activelearning classroom – or does it?

    by
    | active learning, attention, co-operative learning, concentration, conversation, discomfort, distraction, engagement, group work, learner engagement, learning space, noise, Syndicated
    July 25, 2019
    Studies of Active Learning Classrooms (e.g. SCALE UP and Team-based Learning), and active learning more generally, identify noise and the ambient conditions of the classroom as being a distinguishing feature (Worthing, 2018). That active learning is noisy, is a truism, … Continue reading →
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  9. amiddlet50

    Discovery, gamification and loosely structured #activelearning

    by
    | active learning, Constructivism, discovery learning, experiential learning, facilitation, formal learning, informal learning, learner engagement, learning space, scaffolding, Support, Syndicated
    July 15, 2019
    Photo by Raul Petri on Unsplash Following my previous post on gamification and active learning, it is worth giving thought to the extent that effective learning is guided or scaffolded especially around ideas like discovery learning. While it is hard … Continue reading →
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  10. amiddlet50

    Gamification – a way to understand #activeleaning

    by
    | active learning, Applied Learning, Canvas, challenge, curriculum design, edugames, employability, exploration, failure, feedback, flow, fun, game based learning, gamification, learner engagement, motivation, Play, playful learning, principles, self-determination theory, serious games, Syndicated
    July 13, 2019
    I have been interested in games-based learning and playful learning since the early 2000s when I came across J. P. Gee’s work and since leading work on creative development in academic practice. The Creative Development Team I was responsible for … Continue reading →
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  12. amiddlet50

    Table gallery for Media-Enhanced Teaching & Learning #activelearning #ARUengage

    by
    | Academic innovation, active learning, Assessment & Feedback, audio, audio feedback, BYOD4L, creativity, innovation, learner engagement, learning space, Media-enhanced feedback, Media-enhanced learning, media-enhanced Teaching and learning, pedagogy, Possibilities, research, screencast, Smart Learning book, Syndicated, table gallery, Video
    June 26, 2019
    I led three workshops at yesterday’s Engage Learning & Teaching conference at Anglia Ruskin University.. In one of them, I used the table gallery technique that I turn to frequently as a way to engage participants in topics where there … Continue reading →
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  14. amiddlet50

    Standing, walking and crawling in action #activelearningNTW

    by
    | active learning, Co-operative pedagogy, creativity, floor-based pedagogy, learner engagement, learning space, learning walk, Possibilities, stand-up pedagogy, studio-based learning, Syndicated, walking
    June 12, 2019
    The Standing, Walking, Crawling workshop I ran at yesterday’s Active Learning Conference worked remarkably well! Here’s the proof. This is what we made when responding to the challenge to design a novel active learning pedagogy unconstrained by furniture. Three groups, … Continue reading →
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  15. 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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  16. amiddlet50

    Holistic model of active learning for integrated employability #activelearning

    by
    | active curriculum, active learning, Applied Learning, authentic learning, employability, integrated employability, learner engagement, Personal & Professional Development Planning, Reflection, self-actualisation, self-awareness, self-efficacy, self-esteem, Syndicated
    May 24, 2019
    You may be aware that I changed job this year and I now have the privilege of leading work in support of Anglia Ruskin University’s Active Curriculum Framework. It was the institutional commitment to active learning in its Education Strategy … Continue reading →
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  17. amiddlet50

    Walks as Learning Space

    by
    | active learning, Activity, co-operative learning, Co-operative pedagogy, conversation, creativity, deep learning, Digital Placemaking, group work, learner engagement, learning space, learning walk, narrative, storytelling, Syndicated, walk, walking
    April 30, 2019
    Learning walks exemplify conversational learning spaces. In this post I reflect on how I designed the learning walk I conducted today for the University of Sheffield’s Faculty of Social Sciences Learning Spaces Group which I am mentoring as they plan … Continue reading →
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  18. amiddlet50

    Active co-operativism for active learning

    by
    | active co-operativism, active learning, actor-network theory, assemblage theory, belonging, BYOD, co-operation, Co-operative pedagogy, co-production, creativity, dispositions, distributed cognition, employability, ethos, learner engagement, Literacies and intelligence, mutuality, peer co-operation, peer learning, skills, Syndicated
    April 19, 2019
    This is a second post looking at the student’s role and the academic skills and dispositions needed for success in the active classroom. The first looked at active listening. Here, I suggest active co-operativism is an attitude and an ethos … Continue reading →
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  19. amiddlet50

    Active listening for active learning

    by
    | #learning, active learning, Applied Learning, belonging, co-operation, Co-operative pedagogy, collaborating, collaboration, collabotation, conversation, engagement, feedback, interactivity, learner engagement, learning space, learning walk, Listening, People, Presence, Reflection, Relationships, situated learning, skills, social, Syndicated, Teaching, trust, twalk, walk, walking
    April 19, 2019
    Active Listening sketchnote by Claudio Advocates of active learning must consider the active learning space from many perspectives. For example, I tend to think about space experientially, creating a picture in my own mind of a space that is used … Continue reading →
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  20. amiddlet50

    Promoting learner autonomy and the question of fail-safe strategies

    by
    | Academic innovation, active learning, authentic learning, Autonomy, belonging, co-operation, Co-operative pedagogy, creativity, Digital Placemaking, disclosure, heutagogy, inclusivity, learner autonomy, learner engagement, learning space, Literacies and intelligence, risk, safe space, self-direction, Syndicated
    April 7, 2019
    As an advocate of active learning, learner autonomy is never far from my thinking. The development of confident autonomous lifelong learners and intrinsically motivated self-determined graduates captures, for me, the primary purpose of a UK higher education. It is the … Continue reading →
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  21. 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

    Celebrate #imperfection. Challenge resilience.

    by
    | Assessment & Feedback, creativity, employability, graduate capabilities, graduate capitals, imperfection, Literacies and intelligence, motivation, perfectionism, Personal & Professional Development Planning, resilience, success, Syndicated
    March 19, 2019
    I listed to Thomas Curran’s TedTalk ‘Our dangerous obsession with perfectionism is getting worse’ before I left for work this morning. Curran warns against perfectionism, and his warning kept me thinking all day. Here are three mini-stories that explain why … Continue reading →
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  27. amiddlet50

    A Dependency-Autonomy model for personal and professional development planning

    by
    | active learning, agency, Applied Learning, authentic learning, belonging, ecology, employability, learner engagement, Personal & Professional Development Planning, Reflection, situated learning, student engagement, Syndicated, transition
    February 24, 2019
    The challenge of framing employability in relation to personal and professional development planning has been a constant consideration for the team I am leading to support an integrated view of employability in the curriculum. The natural inclination of academics, in … Continue reading →
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  28. amiddlet50

    Repositioning contact time to explain the value of education

    by
    | active learning, agency, agility, Autonomy, belonging, boundary crossing, challenge, co-operation, collaboration, collabotation, communities of practice, ecology, employability, engagement, identity, journey, learner engagement, learning ecology, learning environments, learning space, liminality, motivation, networked learning, People, place, placemaking, Reflection, Relationships, self-efficacy, situated learning, space, student engagement, Syndicated, time, transformation
    February 24, 2019
    I happened to mention that I worked in higher education to a women who sold me a vase in a craft shop; the sort of situation where I normally feel at ease with people I meet beyond the educational setting. … Continue reading →
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  29. 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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