Ritual in the learning environment

Ritual in the learning environment

by amiddlet50

| acquiescence, active learning, affinity spaces, agency, being, belonging, co-creation, Co-operative pedagogy, collaboration, diversity, doing, habit, identity, learner engagement, Learning Space and Place, liminality, non-formal learning, place, Relationships, ritual, routine, studio, Studio and Studio-based Learning, studio for all, Syndicated
April 6, 2022

In this post I explore what is meant by ritual in relation to the teaching and learning experience and, as we reset our post-pandemic classrooms, why we should care. Given that there is little obligation to care, beyond a notion … Continue reading ?
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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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Vertical and horizontal learning networks: implications for #active learning

by amiddlet50

| active learning, boundary crossing, co-operation, co-operative learning, Co-operative pedagogy, collaboration, competition, horizontal networks, hybrid learning space, joint enterprise, learning environments, Learning Space and Place, place, social media for learning, space, studio, Studio and Studio-based Learning, studio-based learning, Syndicated, vertical networks
August 1, 2021

This presentation is useful for thinking about the difference between collaborative and co-operative learning. My interest in social media for learning, studio-based learning, and hybrid learning centres on how people work and learn together. They often return to ‘working alongside’ … Continue reading ?
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Space, walking and non-verbal communications #activelearning

by amiddlet50

| active learning, belonging, Body Language, BYOD, Co-operative pedagogy, confrontation, conversation, empathy, incidental learning, learner engagement, learning space, learning walk, listening skills, non-formal learning, personal space, Serendipity, studio, studio-based learning, Syndicated, walking
January 25, 2020

Learning walks are valuable conversational spaces. They tend to be non-confrontational and, for me, epitomise co-operative learning. Not only do they feel familiar spaces exemplifying a networked paradigm as people move naturally between small groups through the course of semi-structured … Continue reading →
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Universal design and #activelearning

by amiddlet50

| active learning, challenge, Co-operative pedagogy, Digital Placemaking, equity, failure, learner engagement, learning space, motivation, navigation, negotiation, PhD, self-direction, stretch, student-centred learning, studio, studio-based learning, Syndicated, universal design
November 3, 2019

Following on from the previous post on Decolonising the active curriculum, this post looks more closely at some of the seven principles of universal design to explore how they can inform the active learning space – its pedagogy and physical-digital … Continue reading →
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Decolonising the active curriculum #activelearning

by amiddlet50

| 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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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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Polycontextuality, spheres and headphones

by amiddlet50

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

by amiddlet50

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

by amiddlet50

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

by amiddlet50

| 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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Competition and co-operation in the #activelearning classroom

by amiddlet50

| 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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