Monthly Archives: November 2018

Lurking, Active Learning and Legitimate Peripheral Participation #socmedhe18

Posted on November 29, 2018 by Andrew Middleton

The first principle of active learning according to Bonwell & Eison (1991) is that it is more than passive listening. A rather negative note to start on perhaps, but we can see where they’re coming from. As we prepare, at … Continue reading →

Posted in Active Learning, Belonging, Literacies and Intelligence, Open Learning, Scholarship and Research, Smart Learning & BYOD, Social Media for Learning | Tagged , , , , , , , , , | Leave a comment

C is for course of course

Posted on November 28, 2018 by Andrew Middleton

Building upon research I conducted with student-nominated inspirational teachers in 2014 and then developed with colleagues here at SHU, to relate my work to the NSS, I have been working closely with all academic staff across three departments this year … Continue reading →

Posted in Academic Innovation, Active Learning, Applied Learning, Assessment & Feedback, Belonging, Learner Engagement, Scholarship and Research | Tagged , , , , | 2 Comments

Making curriculum design a walk in the park

Posted on November 26, 2018 by Andrew Middleton

Learning walks are ‘one of my things’ and I am pleased to say that regular walking with peers is part of office culture now. Charmaine Myers is one of my team and we have come to value walks as the … Continue reading →

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The happy accident – accidental learning #socmedhe18

Posted on November 7, 2018 by Andrew Middleton

I am trying to write about formality in learning. This is an ongoing theme for me inevitability, given my interest in spaces for learning in which the learner is the prime mover and agent at the centre of their learning. … Continue reading →

Posted in Creativity, Learner Engagement, Learning Space and Place, Media-enhanced learning, Social Media for Learning | Tagged , , , , , , | Leave a comment

Negotiated learning and the subject of teaching

Posted on November 7, 2018 by Andrew Middleton

What is the subject of teaching? In this post, I mull over this question, its several meanings and its implications for negotiated active learning. In my role as an educational developer with responsibilities for both staff and curriculum development, the … Continue reading →

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