Ritual in the learning environment

Ritual in the learning environment

by amiddlet50

| acquiescence, active learning, affinity spaces, agency, being, belonging, co-creation, Co-operative pedagogy, collaboration, diversity, doing, habit, identity, learner engagement, Learning Space and Place, liminality, non-formal learning, place, Relationships, ritual, routine, studio, Studio and Studio-based Learning, studio for all, Syndicated
April 6, 2022

In this post I explore what is meant by ritual in relation to the teaching and learning experience and, as we reset our post-pandemic classrooms, why we should care. Given that there is little obligation to care, beyond a notion … Continue reading ?
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Community of Enhancement

by amiddlet50

| Academic innovation, Academic Innovation and Possibilities, active learning, co-creation, Co-operative pedagogy, Communities of Enhancement, Community of Practice, Digital Placemaking, network, networked authorship, Syndicated, toolkits
November 23, 2021

I keep returning to the phrase Community of Enhancement to describe my philosophy behind my staff development role. It is not astounding but, significantly for me, it is a better than Community of Practice. It reflects and models the ethos … Continue reading ?
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Transparency, turbulence, ambiguity and uncertainty in #activelearning

by amiddlet50

| #learning, active learning, agency, art, becoming, being, belonging, challenge, clarity, co-creation, co-operation, co-operative learning, communities of practice, connecting, creativity, doing, embodiment, experience, experiential learning, formal learning, identity, learner engagement, learning ecology, learning environments, motivation, non-formal learning, ontology, place, placemaking, Presence, scaffolding, self-efficacy, skills, space, studio, studio for all, Syndicated, Teaching, technique, Technology, tutoring
August 30, 2021

“One student’s safe uncertainty is another student’s chaotic nightmare.” (Orr & Shreeve, 2018) Based on research I conducted with others into student satisfaction of learning (Heaton et al., 2015), being clear with students about what is expected of them has … Continue reading ?
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Structure and memory-mapping in #activelearning

by amiddlet50

| 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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Curation as a pedagogy #activelearning

by amiddlet50

| 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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Decolonising the active curriculum #activelearning

by amiddlet50

| 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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Wrecking it with Brexit

by amiddlet50

| 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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Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning

by amiddlet50

| 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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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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Competition and co-operation in the #activelearning classroom

by amiddlet50

| 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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