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.

  1. 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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  2. amiddlet50

    Learning Spaces Iceberg

    by
    | active learning, adjacent space, agency, becoming, being, belonging, blended learning, connecting, connectivism, Digital Placemaking, digital space, doing, experiential learning, formal learning, friendship, hubs, hybrid learning space, infographic, informal learning, Learning Space and Place, liminality, material space, Media-enhanced learning, non-formal learning, ontology, placemaking, Smart Learning & BYOD, social media for learning, social spaces, spatial literacy, Syndicated, Third Space, timetabling, twalk, zones
    October 27, 2020
    This infographic represents the complexity of learning space discourse and points to the experiential value of the ‘hidden depths’ where the space is least understood because it is least represented and least visible – who are the advocates for the … Continue reading ?
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  3. amiddlet50

    Polycontextuality, spheres and headphones

    by
    | active learning, actor-network theory, affective domain, affordances, ANT, assemblage theory, atmospheres, attention, audio, belonging, BYOD, Co-operative pedagogy, Digital Placemaking, digital voices, emotional intelligence, games development, gamification, headphones, immersive learning space, isolation, learner engagement, learning space, Literacies and intelligence, Media-enhanced learning, PhD, polycontextual bridging, polycontextuality, Possibilities, psychosocial, research, social media for learning, sound space, spatial literacy, spheres, studio, studio-based learning, Syndicated
    September 8, 2019
    Space, including learning space, can be thought of as ‘spheres’ and ‘atmospheres’. Ash (2016) looks at the implications of this for studio studies. For me and my own interest in studio-based learning and my longstanding interest in the ‘digital voice’ … Continue reading →
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