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

    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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  3. amiddlet50

    Unified Active Learning – our commitment to #activelearning wherever and however we access learning

    by
    | active learning, blended learning, challenge, Change, collaborative, design, ecosystem, hybrid learning space, identity, inclusivity, innovation, learner engagement, learning environments, Learning Space and Place, pandemic, placemaking, space, Syndicated, Teaching, UAL, unified active learning
    September 1, 2021
    I am in reflective mode – it’s summer 2021 and in the West we’re trying to get over the pandemic, catch our breath, and decide what we value, what we have done, what changes will stick. It is both a … Continue reading ?
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  4. amiddlet50

    Crisis – what crisis? A time for academic innovation

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    | 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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  5. amiddlet50

    Playing with time and crossing boundaries: multichronicity #activelearning

    by
    | #ARUalc, active learning, Active Learning Conference, Activity, activity patterns, asynchronous, binary, bounaries, co-writing, collaboration, consequence, conversational learning, curation, Digital Placemaking, doing, ecology, eddie, engagement, experience, experiential learning, flow, hashtag, haunting, hybrid learning, inclusivity, latency, learner engagement, learning ecologies, learning engagement, learning space, Learning Space and Place, Media-enhanced learning, memory, memory mapping, micro-conversation, multichronicity, multilogue, navigation, podcasting, polycontextuality, reflection in action, reflection on action, Scholarship and Research, social media for learning, synchronous, Syndicated, temporal space, time-based learning, timeline, traces, tweetchat, UAL, unified active learning, walking
    May 16, 2021
    An analysis of the tweetchats revealed that neither synchronicity nor asynchronicity are able to capture the essence of what goes on in such a conversational space. Neither get close to capturing the value of the learning experience. Multichronicity provides a way of looking at the design of experiential learning in settings that accommodate learning ecologies: the academic designer must consider the quality of time spent in and navigating through a learning experience. Continue reading ?
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  6. amiddlet50

    Structure and memory-mapping in #activelearning

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    | 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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  7. amiddlet50

    What is co-operative learning?

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    | 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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  8. amiddlet50

    Decolonising the active curriculum #activelearning

    by
    | 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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  9. amiddlet50

    Embodiment – physicality and presence in #activelearning

    by
    | 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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  10. amiddlet50

    Conversational Learning Spaces for #activelearning

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    | 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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  11. amiddlet50

    Promoting learner autonomy and the question of fail-safe strategies

    by
    | Academic innovation, active learning, authentic learning, Autonomy, belonging, co-operation, Co-operative pedagogy, creativity, Digital Placemaking, disclosure, heutagogy, inclusivity, learner autonomy, learner engagement, learning space, Literacies and intelligence, risk, safe space, self-direction, Syndicated
    April 7, 2019
    As an advocate of active learning, learner autonomy is never far from my thinking. The development of confident autonomous lifelong learners and intrinsically motivated self-determined graduates captures, for me, the primary purpose of a UK higher education. It is the … Continue reading →
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