Monthly Archives: May 2021

Conversation-based #activelearning – exploiting the differences between dialogue and debate

Posted on May 30, 2021 by Andrew Middleton

Active learning is essentially conversational – a ‘to-ing and fro-ing’ of ideas, whether this is a collaborative exchange or personal cogitation and reflection. Pedagogically, there is a lot to exploit here. I was recently involved in a discussion about the … Continue reading →

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Learning walks with awe are good for you

Posted on May 23, 2021 by Andrew Middleton

Awe walks boost emotional well-being according to a recent study conducted by researchers from UC San Francisco and Trinity College Dublin. The study looked at the effect of a weekly 15 minute walk on adults in which selected walkers reported … Continue reading →

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Playing with time and crossing boundaries: multichronicity #activelearning

Posted on May 16, 2021 by Andrew Middleton

An analysis of the tweetchats revealed that neither synchronicity nor asynchronicity are able to capture the essence of what goes on in such a conversational space. Neither get close to capturing the value of the learning experience. Multichronicity provides a way of looking at the design of experiential learning in settings that accommodate learning ecologies: the academic designer must consider the quality of time spent in and navigating through a learning experience. Continue reading →

Posted in Active Learning, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment