Monthly Archives: February 2018

The writing is on the wall – poetry and place

There has been an interesting little discussion on Twitter today following a post fromĀ @viviennestern. This, on a wall @sheffhallamuni made me stop and stare. For all the vitriol about universities, they exist to help us think better, understand more. What … Continue reading

Posted in learning space, polycontextuality, social media for learning | Tagged , , , , , , , | Leave a comment

#minitwalk demonstrates the flexibility of the #twalk model at #socmedhe17

    Since our first successful use of the #twalk model in May 2017, a number of #twalks have used the model in different situations. Our experience and understanding of the #twalk is growing. A number of us involved in … Continue reading

Posted in active learning, Digital Placemaking, Possibilities, social media for learning, walking | Tagged , , , , , , , , , , , , , , , , , , | Leave a comment

Polycontextual bridging – how to be in two places at once

  Polycontextual bridging (Elstad, 2016) is a useful term that allows us to explore literacies around engaging with hybridity, blended learning spaces and learning literacies. Simply, it refers to the experience of being in two or more places at once. … Continue reading

Posted in BYOD, learning space, polycontextuality, social media for learning, studio-based learning, walking | Tagged , , | 1 Comment

B plus or A minus? Assessment in the creative disciplines

I attended ‘B plus or A minus? Assessment in the creative disciplines’, part of a programme of events being run by the University of the Arts London last week. The venue, Central St Martin’s (CSM) new Granary Wharfe, is a … Continue reading

Posted in Assessment & Feedback, learning space, studio-based learning | Tagged , , , , , , , | Leave a comment