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  1. amiddlet50

    A Man Walked into a Bar: humour, space, self-deprecation, #activelearning

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    In this post I explore the pedagogy of humour in the context of higher education teaching and learning and begin to realise there’s more to humour in the classroom than having a bit of fun! This was my starting point, … Continue reading ?
  2. amiddlet50

    Ritual in the learning environment

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    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 ?
  3. amiddlet50

    Community of Enhancement

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    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 ?
  4. amiddlet50

    Vertical and horizontal learning networks: implications for #active learning

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    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 ?
  5. amiddlet50

    Mapping my learning: visualising not just being visual

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    A few posts ago I thought through some ideas about using metaphorical maps as a way of navigating learning. I want to pursue this here to discover further intersections and connections, especially as we gear up for the collaborative inquiry … Continue reading ?
  6. amiddlet50

    Revisting the 5Cs to discover value for different times

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    I have had an immense feeling of warmth and solidarity this evening as good thoughts and memories have been triggered by Sheila’s post on How Sheila Sees It ‘Bring your own device for learning or bringing learning to your device?’ … Continue reading ?
  7. amiddlet50

    Structure and memory-mapping in #activelearning

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    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 ?
  8. amiddlet50

    The problem with communities… a consideration of alternatives

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    Why do I explore ideas like being, belonging and becoming in relation to networks, but I hardly talk about communities any more? In this post I will look at why networks and affinity spaces more than communities have come to … Continue reading ?
  9. amiddlet50

    What is co-operative learning?

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    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 ?
  10. amiddlet50

    Space, walking and non-verbal communications #activelearning

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    Learning walks are valuable conversational spaces. They tend to be non-confrontational and, for me, epitomise co-operative learning. Not only do they feel familiar spaces exemplifying a networked paradigm as people move naturally between small groups through the course of semi-structured … Continue reading
  11. amiddlet50

    Learning Spaces twilight walk on #ActiveLearning on Thursday – join us! #SpaceTwalk2020 #ALN

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    This is a reminder that this Thursday from 4pm-6pm (UK) our Active Learning Network at Anglia Ruskin University is conducting a learning space walk (#SpaceTwalk2020) and we encourage you to join us from wherever you are – walking in parallel … Continue reading
  12. amiddlet50

    Universal design and #activelearning

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    Following on from the previous post on Decolonising the active curriculum, this post looks more closely at some of the seven principles of universal design to explore how they can inform the active learning space – its pedagogy and physical-digital … Continue reading
  13. amiddlet50

    Decolonising the active curriculum #activelearning

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    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
  14. amiddlet50

    Design for Active and Blended Learning

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    I am reposting my blog post for the #LTHEchat tweetchat I led this evening. The tweetchat community is a fantastic forum of co-creativity and I very much value the knowledge that it always generates. Thanks all. The response tonight was as incredible … Continue reading
  15. amiddlet50

    Wrecking it with Brexit

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    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
  16. amiddlet50

    Get active- watch TV

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    My colleague Jason Williams at ARU’s DigiFest (#ARUDigifest) introduced our academics to Box of Broadcasts (BoB), a service provided by the British University’s Film & Video Council (BUFVC). The service provides access to 65 ‘free-to-air’ channels and their current and … Continue reading
  17. amiddlet50

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

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    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
  18. amiddlet50

    Teaching ‘whole people’ holistically – understanding co-operative learning

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    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
  19. amiddlet50

    Blogging as a site of embodiment, co-production and enculturation

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    In this post I look at blogging as a studio space by reflecting on how and why I blog. A study of studio is a study of embodiment: the “embodied occupational engagement in constructing meaning [and how] the occupations in … Continue reading

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