Author Archives: amiddlet50

About amiddlet50

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

Connecting curiosity, creativity and criticality

In this post I explore creativity and critical thinking and how they connect with the fostering of curiosity. This post continues my exploration of curiosity as a state of learning in which learner motivation and agency are central. Following on … Continue reading

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Community of Enhancement

I keep returning to the phrase Community of Enhancement to describe my philosophy behind my staff development role. It is not astounding but, significantly for me, it is a better than Community of Practice. It reflects and models the ethos … Continue reading

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Co-operative pedagogy, Digital Placemaking | Tagged , , , , , | Leave a comment

Curiosity – untapping latent energy

Continuing from the post ‘Sublime, curious and distracted – challenging conceptions of learning’, I want to examine curiosity towards finding strategies that can be deployed by the academic and the learner themselves to create an engaging learning environment. Surely, curiosity … Continue reading

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Sublime, curious and distracted – challenging conceptions of learning

Tyson E. Lewis in ‘The Dude Abides, or Why Curiosity Is Important for Education Today’, looks at the idea of curiosity from a pedagogical perspective. He sets curiosity in stark contrast to widely held beliefs about education where blind faith … Continue reading

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Unified Active Learning – our commitment to #activelearning wherever and however we access learning

I am in reflective mode – it’s summer 2021 and in the West we’re trying to get over the pandemic, catch our breath, and decide what we value, what we have done, what changes will stick. It is both a … Continue reading

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Transparency, turbulence, ambiguity and uncertainty in #activelearning

“One student’s safe uncertainty is another student’s chaotic nightmare.” (Orr & Shreeve, 2018) Based on research I conducted with others into student satisfaction of learning (Heaton et al., 2015), being clear with students about what is expected of them has … Continue reading

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Between states: metaxis, connectedness and fluency

Learning, for me, often describes a state of being between. This betweenness may refer to ideas, knowledge and understanding, modalities, or spaces. In this post I examine the nuances of terminology used to describe these states; terminology that goes beyond … Continue reading

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Crisis – what crisis? A time for academic innovation

At Wonkfest I attended a panel session titled Changing the Culture of Changing the Culture in which Charlotte Summers, who is Head of Commercial Development at the RSA, referred to the RSA’s excellent Future Change Framework. Admittedly, I am a … Continue reading

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Photopedagogy and photovoice

Loopmans et al. (2012) observe that photographs incite public debate about place and community. When that public context is the university course and where there is a desire for learning engagement and community building, how can photography empower the learner? … Continue reading

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, BYOD4L, Creativity, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, photopedagogy, Smart Learning & BYOD, Social Media for Learning | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Deviation and self-determination #activelearning

In a previous post I suggested that the art of teaching to an active learning philosophy is about creating loose structures so that each and every student has the space to bring their own knowledge, experience and imagination to their … Continue reading

Posted in Active Learning, Creativity, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning | Tagged , , , , , , , , , , , , , , , , | Leave a comment