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Category Archives: Co-operative pedagogy
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
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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
Posted in Active Learning, Co-operative pedagogy, Creativity, Gamification, Learner Engagement
Tagged case-based learning, challenge, collaboration, deduction, edutainment, engagement, fun, game-based learning, group work, humour, in jokes, inclusivity, jokes, learning, performance, persona, play, playful learning, poetry, self-awareness, teaching, tension, trust
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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
Posted in Active Learning, Belonging, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning
Tagged acquiescence, Active Learning, affinity spaces, agency, being, Belonging, co-creation, collaboration, diversity, doing, habit, identity, liminality, non-formal learning, place, relationships, ritual, routine, Studio, studio for all
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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
Vertical and horizontal learning networks: implications for #active learning
This presentation is useful for thinking about the difference between collaborative and co-operative learning. My interest in social media for learning, studio-based learning, and hybrid learning centres on how people work and learn together. They often return to ‘working alongside’ … Continue reading
Posted in Active Learning, Co-operative pedagogy, Learning Space and Place, Social Media for Learning, Studio and Studio-based Learning
Tagged Active Learning, boundary crossing, co-operation, co-operative learning, Co-operative pedagogy, collaboration, competition, horizontal networks, hybrid learning space, joint enterprise, learning environments, place, Social Media for Learning, space, Studio, studio-based learning, vertical networks
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Learning with consequence #activelearning
It’s the Global Festival of Active Learning this week. Our secret question in the organising group is ‘so how do we make this a festival and not a conference?’ It’s got to be about people and attitude. Just feeling good … Continue reading
Revisting the 5Cs to discover value for different times
I have had an immense feeling of warmth and solidarity this evening as good thoughts and memories have been triggered by Sheila’s post on How Sheila Sees It ‘Bring your own device for learning or bringing learning to your device?’ … Continue reading
Posted in Active Learning, Belonging, BYOD4L, Co-operative pedagogy, Creativity, Learning Space and Place, MELSIG, Smart Learning & BYOD, Social Media for Learning
Tagged Belonging, BYOD, byod4l, co-operation, collaboration, communication, connectivism, Creativity, curation, ecology, learning ecology, place, social media, Social Media for Learning
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Structure and memory-mapping in #activelearning
The idiom ‘from pillar to post’ both indicates the role of structure in a journey and, at the same time, cautions that substance, purpose and clarity are necessary to a fruitful experience. In the previous post, I discussed divergence and … Continue reading
Posted in Active Learning, Co-operative pedagogy, Creativity, Learner Engagement, Learning Space and Place, Media-enhanced learning, Open Learning, Walking
Tagged Active Learning, co-construction, co-creation, conversation, curation, deviance, heutagogy, inclusivity, map, memory, memory mapping, object-based learning, pattern, portfolios, reflection, reflective learning, structure, twalk
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The problem with communities… a consideration of alternatives
Why do I explore ideas like being, belonging and becoming in relation to networks, but I hardly talk about communities any more? In this post I will look at why networks and affinity spaces more than communities have come to … Continue reading
Posted in Active Learning, Belonging, Co-operative pedagogy, Creativity, Digital Placemaking, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning
Tagged affinity spaces, assemblage theory, communities of practice, ecology, learning ecology, networked authorship, networked learning, networking
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Tactile 