Transgressive learning – moving away from a mindset of inevitability

Transgressive learning – moving away from a mindset of inevitability

by amiddlet50

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

by amiddlet50

| #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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Photopedagogy and photovoice

by amiddlet50

| 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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Deviation and self-determination #activelearning

by amiddlet50

| 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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Playing with time and crossing boundaries: multichronicity #activelearning

by amiddlet50

| #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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Further reflections on learning walks and the #Twalk model of #activelearning

by amiddlet50

| active learning, ambiguity, Co-operative pedagogy, connectivism, deviation, embodiment, group size, group work, intimacy, learner engagement, learning ecologies, learning space, learning walk, liminality, Live Briefs, motivation, multitasking, negotiated space, negotiation, networked authorship, notemaking, ownership, polycontextuality, Reflection, sandpit, self-determination, Social Media, social media for learning, stimulus, Syndicated, third place, twalk, twilight, twitter, walk, walking
January 25, 2020

The walk I organised for last week introduced several new ideas about the role and methods of learning walks for me. This is a very long post. I was tempted to break it down. However, I needed to get it … Continue reading →
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