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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The problem with communities… a consideration of alternatives

by amiddlet50

| active learning, affinity spaces, assemblage theory, belonging, Co-operative pedagogy, communities of practice, creativity, Digital Placemaking, ecology, learner engagement, learning ecology, Learning Space and Place, networked authorship, networked learning, Networking, Studio and Studio-based Learning, Syndicated
October 3, 2020

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 ?
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Embodiment – physicality and presence in #activelearning

by amiddlet50

| active learning, agency, assemblage theory, audio feedback, belonging, blended learning, care, co-operation, Co-operative pedagogy, communities of practice, conversation, critical pedagogy, ecology, experience, experiential learning, hapitics, identity, inclusivity, learner engagement, learning ecology, learning environments, learning space, Literacies and intelligence, networked learning, ontology, People, PhD, physicality, place, placemaking, polycontextuality, Presence, psychology, Reflection, Relationships, self-efficacy, situated learning, smart devices, smart learning, social theory, space, storytelling, studio, studio for all, Syndicated, Technology, Third Space, twalk, voice
October 14, 2019

Imagine active learning. What comes to mind for me is people, together, finding value and common purpose in each other. ‘People’ is a significant word in this description. It’s not an abstract notion of ‘learner’, it is a real, humanistic … Continue reading →
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Product – co-production vs commodification as a site of learning

by amiddlet50

| active learning, agency, belonging, co-operation, Co-operative pedagogy, co-production, collaboration, commodification, communities of practice, employability, engagement, experiential learning, learner engagement, learning ecology, studio-based learning, Syndicated
July 27, 2019

Yesterday, I spent much of my time in meetings: one appraisal, one research-related, one project-related, and one a planning meeting. Coincidently, each of those four meetings required me to remind myself that an education is not, “A thing that can … Continue reading →
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Repositioning contact time to explain the value of education

by amiddlet50

| 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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Lurking, Active Learning and Legitimate Peripheral Participation #socmedhe18

by amiddlet50

| 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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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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