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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
Posted in Active Learning, Belonging, Co-operative pedagogy, Learner Engagement, PhD, Studio and Studio-based Learning
Tagged Active Learning, activity design, BAME, co-creation, decolonisation, design thinking, differentiation, diversity, equity, experiential learning, hidden curriculum, inclusivity, learning ecology, personalisation, self-direction, stimuli, stimulus, universal design
1 Comment
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
Posted in Active Learning, Belonging, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Literacies and Intelligence, PhD, Polycontextuality, Studio and Studio-based Learning
Tagged Active Learning, agency, assemblage theory, audio feedback, Belonging, blended learning, care, co-operation, communities of practice, conversation, critical pedagogy, ecology, experience, experiential learning, hapitics, identity, inclusivity, Learner Engagement, learning ecology, learning environments, Learning Space and Place, networked learning, ontology, people, physicality, place, placemaking, Polycontextuality, Presence, Psychology, reflection, relationships, self-efficacy, situated learning, smart devices, Smart Learning & BYOD, social theory, space, storytelling, Studio, studio for all, technology, Third Space, twalk, voice
1 Comment
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
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, Academic Innovation and Possibilities, Active Learning, Applied Learning, Assessment & Feedback, Belonging, Co-operative pedagogy, Creativity, Digital Placemaking, Employability, Learner Engagement, Learning Space and Place, Literacies and Intelligence, PhD, Social Media for Learning, Studio and Studio-based Learning, Walking
Tagged Active Learning, agency, context, conversation, Creativity, diversity, exchange, identity, improvisation, inclusivity, Learning Space and Place, negotiation, openness, parity, place, selfregulation, serendipity, social construction, storytelling, timeliness, trust
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