Identity and the DB3Cs Model – a briefing

This post allows me to encapsulate ideas discussed here previously in a form that I hope is useful to you whether you are an academic or educational developer. It presents the DB3Cs model in the form of a useful framework intended to support thinking about identity and how educators can support our students to feel part of their course and get the most from their time at University.

Please feel free to download and use this briefing: Identity and the D3BC model. Feedback to @andrewmid or via this site is always welcome.D3BC

The model is called the DB3Cs model – Doing, Being, Belonging, Becoming and Connecting. In this model,

  • Doing describes enactment as a process of the learner constructing their identity;
  • Being describes acts of embodying learning;
  • Belonging describes the value placed on the social context by the learner;
  • Becoming describes the intentional and incidental acts of negotiating one’s identity; and
  • Connecting describes the social and semantic learning context and its roles in validating identity.

The model is being used again as a framework to support the learning walk on the 16th January 2020: see Space Walk #Twalk #ALN #activelearning

About Andrew Middleton

NTF, PFHEA, committed to active learning, co-operative pedagogies, media-enhanced teaching and learning, authentic learning, postdigital learning spaces. Key publication: Middleton, A. (2018). Reimagining Spaces for Learning in Higher Education. Palgrave.
This entry was posted in Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, PhD, Scholarship and Research and tagged , , , , , , . Bookmark the permalink.

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