Author Archives: Andrew Middleton

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.

A Man Walked into a Bar: humour, space, self-deprecation, #activelearning

In this post I explore the pedagogy of humour in the context of higher education teaching and learning and begin to realise there’s more to humour in the classroom than having a bit of fun! This was my starting point, … Continue reading

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Ritual in the learning environment

In this post I explore what is meant by ritual in relation to the teaching and learning experience and, as we reset our post-pandemic classrooms, why we should care. Given that there is little obligation to care, beyond a notion … Continue reading

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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

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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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