Transparency, turbulence, ambiguity and uncertainty in #activelearning

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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Vertical and horizontal learning networks: implications for #active learning

by amiddlet50

| active learning, boundary crossing, co-operation, co-operative learning, Co-operative pedagogy, collaboration, competition, horizontal networks, hybrid learning space, joint enterprise, learning environments, Learning Space and Place, place, social media for learning, space, studio, Studio and Studio-based Learning, studio-based learning, Syndicated, vertical networks
August 1, 2021

This presentation is useful for thinking about the difference between collaborative and co-operative learning. My interest in social media for learning, studio-based learning, and hybrid learning centres on how people work and learn together. They often return to ‘working alongside’ … Continue reading ?
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What is co-operative learning?

by amiddlet50

| co-operative learning, Co-operative pedagogy, equality, inclusivity, self-actualisation, self-efficacy, Syndicated, Values
September 2, 2020

I was asked by the Co-operative College: ‘what do I understand by the term co-operative learning?’ My response will sit alongside others in an introductory online course on co-operative education. Here’s my answer to the question. Flipgrid video version: https://flipgrid.com/s/bd52e0344b99 … Continue reading ?
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Teaching ‘whole people’ holistically – understanding co-operative learning

by amiddlet50

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

by amiddlet50

| 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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Walks as Learning Space

by amiddlet50

| 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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