This post explores, summarises and reflects on some of the conversations that took place in #futurehappens Connect:Disconnect. The Future Happens hack model creates a forum for debate about the potential of technology, and the tensions and anxieties relating to its … Continue reading →

In this post I point to some of the literature on placemaking to inform the idea of digital placemaking which I introduced in the previous post and will develop in subsequent posts. O’Rourke and Baldwin (2016, p.103) note the “interconnected … Continue reading →

I have been developing the concept of hybrid learning space through various activities, research, and writings over the last few years and I will be publishing further on this soon. From this work it is time to bring into focus … Continue reading →

Professor Simon Lancaster’s article on the effective use of clickers is well worth reading and sharing. First, Simon’s general point is to caution against the general tendency to adopt novel technologies in order to tempt academics and students into new … Continue reading →

Apologies for the title – knowing what to call this post sums up much of what I want to capture here following one of those Twitter excursions where an indeterminate number (but including @digisim @DonnaLanclos @Lawrie @alexgspiers @JefferyKeefer) discussed our interest … Continue reading →

This week I led the #LTHEchat and I have spent the best part of my Saturday reviewing what everyone said. It was that valuable. Thanks. //storify.com/andrewmid/hybrid-learning-spaces/embed?border=false&template=slideshow[<a href=”//storify.com/andrewmid/hybrid-learning-spaces” target=”_blank”>View the story “Hybrid Learning Spaces” on Storify</a>] There are some key themes … Continue reading →

Yesterday I spent a fair amount of time reflecting on the role of embodiment in learning. It’s one of those neglected matters (there a lot of neglected matters when it comes to learning spaces – maybe I should rattle off … Continue reading →

In tonight’s #LTHEchat on Learning Spaces (8pm-9pm UK at #LTHEchat) I argue that the richest learning space is that which is defined by the learner as they navigate across and between spaces. Learning comes from making connections: to people, ideas, and experiences. … Continue reading →

Join us via tweetchat at #SHU_AL (Applied Learning Academic Interest Group) this Thursday morning at 9am – 10 am as we explore the topic of Successful Placements. “When students come back from placement it is like they have had their … Continue reading →

I am doing a lot of thinking about the overuse of binaries in describing learning and learning spaces. One that comes up frequently is the active-passive binary, typically in discussions about the value of lectures in higher education. I was … Continue reading →

Uncertainty, Innovation, and Dynamic Capabilities are my words of the year. They also form the title of an article by Dave Teece, a business professor from Berkeley. The article did not grab me in the same way as the words, … Continue reading →

I never understood why higher education educators so readily accepted the VLE/LMS concept in the late 1990s. Certainly the idea of Virtual Learning Environment was misguided. The idea of Management System comes closer to explaining what we have lived with, … Continue reading →

Sugata Mitra’s story about how children in New Delhi flocked to a computer screen built into a wall like a bank ATM is well-known (see his TED Talks). Driven by their sheer curiorisity and niavity, he tells the tale of … Continue reading →

Sue Beckingham has posted on her experience of last week’s physical-digital tweetchat: Reflecting on my experience of digital transient CPD #SEDAconf #SEDA_NETS In these posts we are reflecting on the nature and quality of our presence, and the relationship of … Continue reading →

Here is the Storify from our #SEDAConf #SEDA_NETS physical-digital tweetchat. Thanks to all who took part. View the story “From Conundrum to Collaboration, Conversation to Connection: using Networks to Innovate” on Storify

I asked two of the tweetchat participants about their experience of our physical-digital tweetchat, as discussed in my previous post Weaving across the digital-physical space. To recap, myself and Sue Moron-Garcia co-ran a face-to-face workshop in parallel with a synchronised online … Continue reading →

Understanding the interconnectivity between the physical digital learning space has been central to my thinking since the participatory web emerged in about 2004. This is what drove my interest back then in podcasting and the ‘digital voice’ and it continues … Continue reading →

I am running a workshop with Sue Moron-Garcia this Friday morning (4th November from , 11:50-12:35, UK time) at the SEDA conference. It is titled From Conundrum to Collaboration, Conversation to Connection: Using Networks to Innovate. We will run a … Continue reading →

I threw out some words on Twitter last night in response to Lawrie Phipps at Jisc who says it’s time to think about Next Generation Digital Learning Environmentst (#Codesign16 #ngdle). In his accompanying Storify introduction embedded on the blog post he … Continue reading →

Talve´ (2011) says, “the more virtual we become, the more we seek tactile, earthy, soft nesting spaces in which to rest our bodies and soothe our overactive minds.” I think this captures my outlook and interest in learning spaces well. … Continue reading →

Before dispensing with the short paper myself and Kathrine Jensen presented at #OER16 I wanted to return to an image we used. The slides we used in our presentation were embedded in the previous post. The title image is reproduced … Continue reading →

Reflecting now on attending, presenting and networking at #OER16 I thought it would be helpful for me to capture one or two ideas. I hope these are useful to you too. I went to OER because I had submitted a proposal with … Continue reading →

Tony Coughlan draws our attention to the forthcoming 10th anniversary of the Cape Town Open Education Declaration which asserted that “Open education is not limited to just open educational resources.” He points to Anderson’s (2003) theorem, “Deep and meaningful formal learning is … Continue reading →

I previously referenced the intention to shift our attention to the connectivist relationships we enjoy in open scholarship. I very am excited by the keynotes at this year’s #OER16. Jim Groom has been on my radar for a long time and … Continue reading →

Kathrine Jensen and myself continue to reflect on David Wiley’s 5Rs of Open Educational Resources and how well suited they are to underpin thinking about the spirit of openness in higher education. The ‘spirit of openness’ is what I observe … Continue reading →

Catherine Cronin asks “If open is the answer, what is the question?” #oer16 Catherine invites us to answer this question to inform her keynote at #OER16 and a webinar she is doing this week with Viv Rolfe and Lorna Campbell … Continue reading →

Myself and Kathrine Jensen are presenting at #OER16 (Tue, Apr 19 2016, 2:00pm – 3:30pm) in a couple of weeks time. There’s a lot to cover in the time we have allocated. I thought it would be useful to share some of … Continue reading →

I am reading Studio Thinking 2: the real benefits if visual art education by Lois Hetland et al. and I am surprising myself, as an art graduate, by how much of what I believe and  I know about learning spaces … Continue reading →

Reflecting on a stimulating conversation with Katherine Jensen, Catherine Cronin, Donna Larios and Mark Childs about our shared interest in liminality, I came away with many ideas (of course), a few of which I will develop here. First, my starting … Continue reading →

I am preparing a seminar on academic innovation for the New Year. It is targeted at academics in UK higher education. I would love to hear from academics who may have something to say about being innovative or at least being innovative … Continue reading →