Touch the firehose of ds106, the most recent flow of content from all of the blogs syndicated into ds106. As of right now, there have been 92792 posts brought in here going back to December 2010. If you want to be part of the flow, first learn more about ds106. Then, if you are truly ready and up to the task of creating web art, sign up and start doing it.

  2. amiddlet50

    Creative Assessment – what is it?

    by
    | Academic innovation, Academic Innovation and Possibilities, Assessment, Assessment & Feedback, blogging, creativity, learner engagement, Media-enhanced feedback, Media-enhanced learning, MELSIG, social media for learning, Syndicated
    December 15, 2023
    In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading ?
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  3. amiddlet50

    Transgressive learning – moving away from a mindset of inevitability

    by
    | 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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  4. amiddlet50

    Being smarter than AI – rethinking our assessment design?

    by
    | 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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  5. amiddlet50

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

    by
    | #learning, active learning, case-based learning, challenge, Co-operative pedagogy, collaboration, creativity, deduction, edutainment, engagement, fun, game based learning, gamification, group work, Humour, in jokes, inclusivity, jokes, learner engagement, Performance, persona, Play, playful learning, Poetry, self-awareness, Syndicated, Teaching, tension, trust
    September 16, 2022
    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 ?
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  6. amiddlet50

    Absence of detail and the value of ambiguity in art and education

    by
    | #Ethics, abstract, active learning, agency, ambiguity, art, being, clarity, creativity, detail, discovery, learner engagement, learning ecologies, literalism, Music, narrative, noise, photography, Reflection, scaffolding, sculpture, space, student engagement, student-centred, Studio and Studio-based Learning, Syndicated, Teaching, walking
    September 12, 2022
    This post pulls together ideas about the value of ambiguity and space in art and education by drawing upon my diverse experiences as educator, artist, and musician. It wanders! In some ways, it is about creating room to wander. I hope you it connects with your own wanderings. Continue reading ?
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  7. amiddlet50

    Transparency, turbulence, ambiguity and uncertainty in #activelearning

    by
    | #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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  8. amiddlet50

    Photopedagogy and photovoice

    by
    | Academic innovation, Academic Innovation and Possibilities, active learning, agency, audio, audio-enhanced learning, belonging, BYOD4L, capture, co-production, community, connectivity, creativity, Digital Placemaking, learner engagement, learner gatherer, learning ecologies, learning ecology, Learning Space and Place, location, Media-enhanced learning, mobile learning, photo elicitation, photograph, photography, photomontage, photopedagogy, photovoice, place, portfolio, screen-based learning, Smart Learning & BYOD, smartphone, social media for learning, Syndicated, ubiquitous technolous, user producer
    August 14, 2021
    Loopmans et al. (2012) observe that photographs incite public debate about place and community. When that public context is the university course and where there is a desire for learning engagement and community building, how can photography empower the learner? … Continue reading ?
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  9. amiddlet50

    Deviation and self-determination #activelearning

    by
    | active learning, assemblage theory, connectivism, constellation, creativity, curiosity, deviant, deviation, digital fluency, ecology, intrinsic motivation, learner engagement, learning ecologies, Learning Space and Place, motivation, psyschogeography, self-determination, situated learning, spatial literacy, Studio and Studio-based Learning, Syndicated, wander
    August 11, 2021
    In a previous post I suggested that the art of teaching to an active learning philosophy is about creating loose structures so that each and every student has the space to bring their own knowledge, experience and imagination to their … Continue reading ?
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  10. amiddlet50

    Crisis – what crisis? A time for academic innovation

    by
    | Academic innovation, active learning, Change, co-operation, collaboration, connecting, creativity, inclusivity, innovation, placemaking, Syndicated, Teaching
    June 10, 2021
    At Wonkfest I attended a panel session titled Changing the Culture of Changing the Culture in which Charlotte Summers, who is Head of Commercial Development at the RSA, referred to the RSA’s excellent Future Change Framework. Admittedly, I am a … Continue reading ?
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  11. amiddlet50

    Fluency – standing, walking, dancing

    by
    | active learning, Applied Learning, balance, capabilities, creativity, curiosity, digital fluency, flency, flow, learner engagement, Learning Space and Place, Literacies and intelligence, literacy, postdigital, skills, Syndicated, walking
    February 21, 2021
    Being able to distinguish between skills, literacy and fluency is a perennial part of my job as an educational developer. This is most visible in thinking about how to communicate and engage people in conversations to do with digital capabilities, … Continue reading ?
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  12. amiddlet50

    Revisting the 5Cs to discover value for different times

    by
    | active learning, belonging, BYOD, BYOD4L, co-operation, Co-operative pedagogy, collaboration, Communication, connectivism, creativity, curation, ecology, learning ecology, Learning Space and Place, MELSIG, place, Smart Learning & BYOD, Social Media, social media for learning, Syndicated
    January 16, 2021
    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 ?
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  13. amiddlet50

    Structure and memory-mapping in #activelearning

    by
    | 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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  14. amiddlet50

    Playing with divergence and convergence: designing #ActiveLearning

    by
    | active learning, Assessment, Assessment & Feedback, convergence, creativity, Design Thinking, divergence, generative thinking, ideation, learner engagement, Syndicated
    December 11, 2020
    Active learning is a process of opening up and closing down possibilities. Whether you look at course, module, session or activity design, knowing that your role as an academic is to play with divergence and convergence can be really helpful. … Continue reading ?
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  16. amiddlet50

    The problem with communities… a consideration of alternatives

    by
    | 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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  17. amiddlet50

    Curation as a pedagogy #activelearning

    by
    | 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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  19. amiddlet50

    Conversational Learning Spaces for #activelearning

    by
    | Academic innovation, active learning, agency, Applied Learning, Assessment & Feedback, belonging, Co-operative pedagogy, context, conversation, creativity, Digital Placemaking, diversity, employability, exchange, identity, improvisation, inclusivity, learner engagement, learning space, Literacies and intelligence, negotiation, openness, parity, PhD, place, Possibilities, selfregulation, Serendipity, social construction, social media for learning, storytelling, studio-based learning, Syndicated, timeliness, trust, walking
    October 3, 2019
    In an earlier post I referred to Learning Walks as conversational learning spaces. As such, they exemplify active learning spaces. The focus on conversation as a dimension of active learning is at the heart of the rationale for advocacy for … Continue reading →
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  20. amiddlet50

    Get active- watch TV

    by
    | active learning, bob, Box of Broadcasts, BYOD, Co-operative pedagogy, creativity, learner engagement, Media-enhanced learning, peer assessment, problem-based learning, scenario-based learning, scenarios, Syndicated, Video
    September 11, 2019
    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 →
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  22. amiddlet50

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

    by
    | 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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  23. amiddlet50

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

    by
    | 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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  24. amiddlet50

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

    by
    | 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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  25. amiddlet50

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

    by
    | ANT, assemblage theory, belonging, blogging, challenge, Co-operative pedagogy, co-production, components, creativity, critical ontology, distributed cognition, embodiment, hybrid learning studio, learning space, ontology, othering, paradox, podcasting, Possibilities, site, situated learning, social media for learning, sociomateriality, studio, studio for all, studio-based learning, Support, Syndicated, ZPD
    August 10, 2019
    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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  26. amiddlet50

    Competition and co-operation in the #activelearning classroom

    by
    | 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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  28. amiddlet50

    Table gallery for Media-Enhanced Teaching & Learning #activelearning #ARUengage

    by
    | Academic innovation, active learning, Assessment & Feedback, audio, audio feedback, BYOD4L, creativity, innovation, learner engagement, learning space, Media-enhanced feedback, Media-enhanced learning, media-enhanced Teaching and learning, pedagogy, Possibilities, research, screencast, Smart Learning book, Syndicated, table gallery, Video
    June 26, 2019
    I led three workshops at yesterday’s Engage Learning & Teaching conference at Anglia Ruskin University.. In one of them, I used the table gallery technique that I turn to frequently as a way to engage participants in topics where there … Continue reading →
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  29. amiddlet50

    Standing, walking and crawling in action #activelearningNTW

    by
    | active learning, Co-operative pedagogy, creativity, floor-based pedagogy, learner engagement, learning space, learning walk, Possibilities, stand-up pedagogy, studio-based learning, Syndicated, walking
    June 12, 2019
    The Standing, Walking, Crawling workshop I ran at yesterday’s Active Learning Conference worked remarkably well! Here’s the proof. This is what we made when responding to the challenge to design a novel active learning pedagogy unconstrained by furniture. Three groups, … Continue reading →
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  30. amiddlet50

    Walks as Learning Space

    by
    | 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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