Transgressive learning – moving away from a mindset of inevitability

Transgressive learning – moving away from a mindset of inevitability

by amiddlet50

| Academic innovation, active learning, adjacent space, agency, authentic learning, boundary crossing, Co-operative pedagogy, communitas, creativity, embodiment, experiential learning, heutagogy, learning ecologies, Learning Space and Place, liminality, negotiated learning, non-formal learning, outsider, polycontextuality, self-determination, self-determination theory, spatial fluency, Studio and Studio-based Learning, Sustainability, Syndicated, third place, Third Space, Transgressive learning
July 27, 2023

Transgressive learning is a term associated with sustainability. Wals (2021), for example, discusses the Power of Transgressive Learning in an excellent post. My own interest in the term, however, came from reflecting on educational work I am currently involved in … Continue reading ?
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Being smarter than AI – rethinking our assessment design?

by amiddlet50

| Academic Innovation and Possibilities, academic integrity, active learning, agency, AI, Assessment, Assessment & Feedback, assessment literacy, authentic assessment, authentic learning, case-based learning, ChatGPT, creativity, currency, deduction, enquiry-based learning, inquiry, Inquiry Based Learning, nergotiated learning, open-ended, pbl, personaisation, problem-based learning, project-based learning, smart assessment, social, student-centred, Syndicated
January 31, 2023

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

by amiddlet50

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

by amiddlet50

| 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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Holistic model of active learning for integrated employability #activelearning

by amiddlet50

| 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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Promoting learner autonomy and the question of fail-safe strategies

by amiddlet50

| 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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A Dependency-Autonomy model for personal and professional development planning

by amiddlet50

| 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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Negotiated learning and the subject of teaching

by amiddlet50

| 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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A place for imagining – blue skies under the tree canopy

by amiddlet50

| 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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The future is active – implications for future academic practice

by amiddlet50

| 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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B plus or A minus? Assessment in the creative disciplines

by amiddlet50

| artefact, Assessment, Assessment & Feedback, authentic learning, ipsative assessment, learning currencies, learning space, process book, situated learning, studio-based learning, Syndicated
February 13, 2018

I attended ‘B plus or A minus? Assessment in the creative disciplines’, part of a programme of events being run by the University of the Arts London last week. The venue, Central St Martin’s (CSM) new Granary Wharfe, is a … Continue reading →
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