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

    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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  3. 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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  4. 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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  5. 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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  6. 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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  7. 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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  8. 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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  9. 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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  12. 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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  13. 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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  14. 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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  15. 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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  16. 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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  17. amiddlet50

    Lurking, Active Learning and Legitimate Peripheral Participation #socmedhe18

    by
    | active learning, belonging, BYOD, communities of practice, Lave, legitimate periupheral participation, Literacies and intelligence, lurking, modelling, observation, open learning, peer mentoring, research, scaffolding, Smart Learning book, social media for learning, Syndicated, Vygotsky, Wenger
    November 29, 2018
    The first principle of active learning according to Bonwell & Eison (1991) is that it is more than passive listening. A rather negative note to start on perhaps, but we can see where they’re coming from. As we prepare, at … Continue reading →
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  18. amiddlet50

    C is for course of course

    by
    | Academic innovation, active learning, Applied Learning, Assessment & Feedback, belonging, confidence, consistency, course, course-focused practice, learner engagement, research, self-efficacy, Syndicated
    November 28, 2018
    Building upon research I conducted with student-nominated inspirational teachers in 2014 and then developed with colleagues here at SHU, to relate my work to the NSS, I have been working closely with all academic staff across three departments this year … Continue reading →
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  19. amiddlet50

    Negotiated learning and the subject of teaching

    by
    | active learning, Applied Learning, authentic learning, BYOD, learner engagement, negotiated learning, scaffolding, situated learning, Syndicated, ZPD
    November 7, 2018
    What is the subject of teaching? In this post, I mull over this question, its several meanings and its implications for negotiated active learning. In my role as an educational developer with responsibilities for both staff and curriculum development, the … Continue reading →
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  20. amiddlet50

    Kitchen and studio-based learning

    by
    | active learning, Assessment, co-operation, collaborating, cooking, creativity, learner engagement, learning environments, learning space, peer assessment, peer mentoring, self-assessment, space, student engagement, studio-based learning, Syndicated
    September 4, 2018
    The Great British Menu is back on UK television at the moment. I am not a fan of cooking programmes – though others are in my household – so, it’s on and inevitably I get caught up in it. Assessment … Continue reading →
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  22. amiddlet50

    Crashing or connecting? Navigating the #twalk boundaries

    by
    | Academic innovation, active learning, Applied Learning, belonging, blended learning, boundary crossing, connected learning, Digital Placemaking, hybrid learning space, learner engagement, learning space, Possibilities, social media for learning, Syndicated, twalk, twitter, walking
    July 6, 2018
    The #connectedlearning space, in its many and various meanings, is central to my thinking about the future classroom. This is obviously epitomised in the concept of the #twalk. It was lovely to hear that Alex Spiers was leading a Twalk … Continue reading →
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  24. amiddlet50

    A place for imagining – blue skies under the tree canopy

    by
    | Academic innovation, active learning, agility, apps, authentic learning, brainstorming, BYOD, BYOD4L, co-operation, collabnorating, collaborating, collaboration, collabotation, complexity, innovation, learner engagement, learning environments, learning space, meeting, Reflection, situated learning, smart devices, smart learning, space, student engagement, Syndicated, tools, walk, walking
    June 26, 2018
    Myself and a colleague have some difficult thinking to do this week. Exciting thinking, but difficult nevertheless. So, we could book out a teaching room lined with whiteboards for the day and see what happens, but that feels too ‘inward’ … Continue reading →
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  25. amiddlet50

    The future is active – implications for future academic practice

    by
    | Academic innovation, active learning, active pedadgogy, Assessment & Feedback, authentic learning, belonging, communities of practice, creativity, critical literacy, debate, Digital Placemaking, futures, graduate capabilities, group work, immersive learning, learner engagement, Literacies and intelligence, literacy, networked learning, nomadicism, rtesilience, self-efficacy, spaced learning, Syndicated, trends
    June 25, 2018
    I have been thinking about the future academic and the implications for academic development recently. The Open University’s ‘Innovating Pedagogy’ is an insightful annual report (http://www.open.ac.uk/blogs/innovating/), though I would love to see one for 2018. I have seen Mike Shales … Continue reading →
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  26. amiddlet50

    Attitudes, dispositions and learner maturity

    by
    | active learning, Applied Learning, Assessment, Autonomy, challenge, engagement, feedback, formative assessment, identity, learner autonomy, learner engagement, maturity, resilience, Syndicated, transformation
    June 24, 2018
    I ran a series of workshops with an academic department last week. One of the key themes was the need to focus more on those learning outcomes that address learning and graduate capability. Our context was the challenge of engaging … Continue reading →
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  27. amiddlet50

    Enhanced-learning – a spatial perspective #TEL

    by
    | #tel, active learning, blended learning, hybrid learning space, learning space, Media-enhanced learning, Media-Enhanced Learning Special Interest Group, Syndicated, technology-enhanced learning
    June 14, 2018
    I believe there is some confusion about the term technology-enhanced learning (TEL) and in general the idea of enhanced learning. In a recent post on Twitter @alejandro (12/06/18) says, “We should be critical of ‘technology-enhanced’ learning. Default setting: technology enhances things. … Continue reading →
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  28. amiddlet50

    Who is the FAB academic? Thinking about engaging the future academic (team)

    by
    | Academic innovation, active learning, blended learning, flexible learning, flipped learning, learning space, Media-enhanced learning, MELSIG, Possibilities, principles, Syndicated
    June 8, 2018
    FAB academics Introducing FAB – Flipped Active & Blended Learning FAB is a playful idea I am using in my MELSIG work. Graham McElearney and myself will be leading the development of a toolkit for academics focused on curriculum innovation … Continue reading →
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  29. amiddlet50

    Enjoyment, anticipation, challenge as factors affecting personal intrinsic investment #heutagogy

    by
    | active learning, Assessment, Assessment & Feedback, challenge, collaboration, learner autonomy, learner engagement, learning ecology, motivation, student engagement, Syndicated
    May 25, 2018
    In our research-informed development activities looking at learner non-engagement with formative assessment, with group work or with engaging in feedback, it is becoming clear that the lack of space given to developing learner ‘buy-in’ or developing ‘want’ is highly significant … Continue reading →
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  30. amiddlet50

    The habit of thinking differently by looking more deeply

    by
    | active learning, BYOD, immersion, learning space, Literacies and intelligence, literacy, Media-enhanced learning, multiple intelligencies, non-formal learning, open learning, photography, Possibilities, social space, Syndicated, visual literacy, walking
    May 3, 2018
    An exploration of visual literacies and multiple intelligences There are many reasons why I have committed to exploring the idea of learning walks in terms of learning space and many of those reasons have been discussed here previously. For the … Continue reading →
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