Monthly Archives: April 2017

Designing interactivity into large group learning spaces

Professor Simon Lancaster’s article on the effective use of clickers is well worth reading and sharing. First, Simon’s general point is to caution against the general tendency to adopt novel technologies in order to tempt academics and students into new … Continue reading

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Come to the event formerly known as Prince – or #bleetchat

Apologies for the title – knowing what to call this post sums up much of what I want to capture here following one of those Twitter excursions where an indeterminate number (but including @digisim @DonnaLanclos @Lawrie @alexgspiers @JefferyKeefer) discussed our interest … Continue reading

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Reflecting on Hybrid Learning Spaces Tweetchat #LTHEchat

This week I led the #LTHEchat and I have spent the best part of my Saturday reviewing what everyone said. It was that valuable. Thanks. //storify.com/andrewmid/hybrid-learning-spaces/embed?border=false&template=slideshow[<a href=”//storify.com/andrewmid/hybrid-learning-spaces” target=”_blank”>View the story “Hybrid Learning Spaces” on Storify</a>] There are some key themes … Continue reading

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(Dis)embodiment in social media space

Yesterday I spent a fair amount of time reflecting on the role of embodiment in learning. It’s one of those neglected matters (there a lot of neglected matters when it comes to learning spaces – maybe I should rattle off … Continue reading

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Learning is not about enclosures

In tonight’s #LTHEchat on Learning Spaces (8pm-9pm UK at #LTHEchat) I argue that the richest learning space is that which is defined by the learner as they navigate across and between spaces. Learning comes from making connections: to people, ideas, and experiences. … Continue reading

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On the value of placements – a tweetchat

Join us via tweetchat at #SHU_AL (Applied Learning Academic Interest Group) this Thursday morning at 9am – 10 am as we explore the topic of Successful Placements. “When students come back from placement it is like they have had their … Continue reading

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