Follow me on Twitter
My Tweets-
Recent Posts
Recent Comments
Archives
- December 2023
- July 2023
- February 2023
- January 2023
- November 2022
- September 2022
- April 2022
- December 2021
- November 2021
- September 2021
- August 2021
- June 2021
- May 2021
- April 2021
- February 2021
- January 2021
- December 2020
- October 2020
- September 2020
- March 2020
- January 2020
- December 2019
- November 2019
- October 2019
- September 2019
- August 2019
- July 2019
- June 2019
- May 2019
- April 2019
- March 2019
- February 2019
- January 2019
- December 2018
- November 2018
- September 2018
- July 2018
- June 2018
- May 2018
- April 2018
- March 2018
- February 2018
- January 2018
- December 2017
- November 2017
- September 2017
- August 2017
- July 2017
- June 2017
- May 2017
- April 2017
- March 2017
- December 2016
- November 2016
- April 2016
- March 2016
- December 2015
- November 2015
- June 2015
- May 2015
- January 2015
- August 2014
- July 2014
- June 2014
- May 2014
- April 2014
- March 2014
- February 2014
- January 2014
Categories
- Academic Innovation
- Academic Innovation and Possibilities
- Active Learning
- Applied Learning
- Assessment & Feedback
- Belonging
- BYOD
- BYOD4L
- Co-operative pedagogy
- Creativity
- Digital Placemaking
- Employability
- Gamification
- Learner Engagement
- Learning Space and Place
- Literacies and Intelligence
- Media-enhanced feedback
- Media-enhanced learning
- MELSIG
- Open Learning
- Personal & Professional Development Planning
- PhD
- photopedagogy
- Polycontextuality
- Scholarship and Research
- Smart Learning & BYOD
- Social Media for Learning
- Studio and Studio-based Learning
- Walking
Blogs I Follow
- Lydia Arnold
- David Baume's Blog
- Digital Pedagogy Lab Summer Institute
- Bonito Living
- MELSIG
- Social Media for Learning
- Suzanne's Snapchat blog
- Debs Open Learning Journey
- Mendeley Blog
- Dominus Markham
- Myrashoppz
- Sue Beckingham: US Study Tour 2011
- NomadWarMachine
- howsheilaseesIT
- Stumbling with Confidence
- Messy Thinking
- teacherhead
- lawrie : converged
- Frances Bell
- kavasmlikon
Category Archives: Academic Innovation and Possibilities
Creative Assessment – what is it?
In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading
Transgressive learning – moving away from a mindset of inevitability
Transgressive learning is a term associated with sustainability. Wals (2021), for example, discusses the Power of Transgressive Learning in an excellent post. My own interest in the term, however, came from reflecting on educational work I am currently involved in … Continue reading
Posted in Academic Innovation, Active Learning, Co-operative pedagogy, Learning Space and Place, Polycontextuality, Studio and Studio-based Learning
Tagged Academic Innovation, adjacent space, agency, authentic learning, boundary crossing, communitas, Creativity, embodiment, experiential learning, heutagogy, learning ecologies, liminality, negotiated learning, non-formal learning, outsider, Polycontextuality, self-determination, self-determination theory, spatial fluency, sustainability, third place, Third Space, Transgressive learning
Leave a comment
Being smarter than AI – rethinking our assessment design?
The discussion channels used by educational developers have been dominated by the topic of ChatGPT since the New Year. There are two dimensions to this: concerns over academic integrity and the opportunity ChatGPT and other AI tools bring to assessment. … Continue reading
Posted in Academic Innovation and Possibilities, Active Learning, Assessment & Feedback, Creativity
Tagged academic integrity, Active Learning, agency, AI, assessment, assessment literacy, authentic assessment, authentic learning, case-based learning, ChatGPT, currency, deduction, enquiry-based learning, inquiry, inquiry-based learning, nergotiated learning, open-ended, PBL, personaisation, problem-based learning, project-based learning, smart assessment, social, student-centred
Leave a comment
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
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
Posted in Academic Innovation, Active Learning, Creativity
Tagged change, co-operation, collaboration, connecting, inclusivity, innovation, placemaking, teaching
Leave a comment
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 Active Learning, agency, audio, audio-enhanced learning, Belonging, capture, co-production, community, connectivity, learner gatherer, learning ecologies, learning ecology, location, mobile learning, photo elicitation, photograph, photography, photomontage, photopedagogy, photovoice, place, portfolio, screen-based learning, smartphone, ubiquitous technolous, user producer
Leave a comment
Simulation – storyboarding and paper prototyping #activelearning
Photo by Matt Popovich on Unsplash Educational simulation is an interesting and, in my view, underutilised area of active learning. Often associated with technology-based approaches, educational simulation is in fact a broader field. In this broad sense it creates a … Continue reading
Conversational Learning Spaces for #activelearning
In an earlier post I referred to Learning Walks as conversational learning spaces. As such, they exemplify active learning spaces. The focus on conversation as a dimension of active learning is at the heart of the rationale for advocacy for … Continue reading
Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Applied Learning, Assessment & Feedback, Belonging, Co-operative pedagogy, Creativity, Digital Placemaking, Employability, Learner Engagement, Learning Space and Place, Literacies and Intelligence, PhD, Social Media for Learning, Studio and Studio-based Learning, Walking
Tagged Active Learning, agency, context, conversation, Creativity, diversity, exchange, identity, improvisation, inclusivity, Learning Space and Place, negotiation, openness, parity, place, selfregulation, serendipity, social construction, storytelling, timeliness, trust
Leave a comment
Wrecking it with Brexit
I’m sitting in a café on La Rambla in Barcelona following a couple of days participating in an international learning spaces summit in Barcelona (#ILS2019). (nb. I use ‘participating’ not ‘attending’) We are getting really close to Brexit now and … Continue reading
Posted in Academic Innovation, Active Learning, Belonging, Co-operative pedagogy, Employability, Gamification, Learner Engagement, Learning Space and Place, Open Learning, Scholarship and Research
Tagged Active Learning, assemblage theory, Brexit, co-creation, conference, connectivity, ecology, Employability, globalisation, icebreaker, intercultural learning, interdisciplinary learning, interprofessionalism, Learning Space and Place, Lego Serious Play, LSP, populism, scholarship
Leave a comment
Polycontextuality, spheres and headphones
Space, including learning space, can be thought of as ‘spheres’ and ‘atmospheres’. Ash (2016) looks at the implications of this for studio studies. For me and my own interest in studio-based learning and my longstanding interest in the ‘digital voice’ … Continue reading
Posted in Academic Innovation and Possibilities, Active Learning, Belonging, BYOD, Co-operative pedagogy, Digital Placemaking, Gamification, Learner Engagement, Learning Space and Place, Literacies and Intelligence, Media-enhanced learning, PhD, Polycontextuality, Scholarship and Research, Social Media for Learning, Studio and Studio-based Learning
Tagged actor-network theory, affective domain, affordances, ANT, assemblage theory, atmospheres, attention, audio, digital voices, emotional intelligence, games development, headphones, immersive learning space, isolation, polycontextual bridging, psychosocial, sound space, spatial literacy, spheres, Studio
Leave a comment