Monthly Archives: October 2019

Decolonising the active curriculum #activelearning

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

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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Design for Active and Blended Learning

I am reposting my blog post for the¬†#LTHEchat¬†tweetchat I led this evening. The tweetchat community is a fantastic forum of co-creativity and I very much value the knowledge that it always generates. Thanks all. The response tonight was as incredible … Continue reading

Posted in active learning, Co-operative pedagogy, learner engagement, learning space, polycontextuality, social media for learning | Tagged , , | Leave a comment

Conversational Learning Spaces for #activelearning

In an earlier post I referred to Learning Walks as conversational learning spaces. As such, they exemplify active learning spaces. The focus on conversation as a dimension of active learning is at the heart of the rationale for advocacy for … Continue reading

Posted in Academic innovation, active learning, Applied Learning, Assessment & Feedback, belonging, Co-operative pedagogy, creativity, Digital Placemaking, employability, learner engagement, learning space, Literacies and intelligence, PhD, Possibilities, social media for learning, studio-based learning, walking | Tagged , , , , , , , , , , , , , , , , , , , , | Leave a comment