Author Archives: amiddlet50

About amiddlet50

Educational developer working in academic innovation in higher education in the UK

Teacher? Or what..?

I have an activity in a session I run on active learning where I ask ‘what is the role of the teacher in the active classroom?’ and ask people to come up with better suggestions than ‘teacher’ to describe the … Continue reading

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Energy and active learning Part 2

In the previous post, I discussed the emotional energy involved in teaching in an active learning paradigm. Here, I will reflect on physical exertion entailed in teaching this way. Clearly, a lot of this comes down to the type of … Continue reading

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Energy and active learning Part 1

One of the things I am trying to draw some conclusions on is what is involved in making a transition to active learning pedagogy and what that actually means for the academic. I will split this post into several parts. … Continue reading

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Tables, chairs, co-operation #activelearning

4 chairs supporting one table representing co-operation! I have had a very fruitful day working with the Co-operative College in Manchester exploring our thinking about co-operative learning. I am proud to say that we produced this sculpture in response to … Continue reading

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The advent of the Social Media for Learning Journal

News that the network behind the Social Media for Learning in Higher Education Conference is launching a journal, Journal of Social Media for Learning, to further explore the implications of social media as a space for learning is welcome. The … Continue reading

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Further reflections on learning walks and the #Twalk model of #activelearning

The walk I organised for last week introduced several new ideas about the role and methods of learning walks for me. This is a very long post. I was tempted to break it down. However, I needed to get it … Continue reading

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Space, walking and non-verbal communications #activelearning

Learning walks are valuable conversational spaces. They tend to be non-confrontational and, for me, epitomise co-operative learning. Not only do they feel familiar spaces exemplifying a networked paradigm as people move naturally between small groups through the course of semi-structured … Continue reading

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