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Category Archives: Literacies and Intelligence
Fluency – standing, walking, dancing
Being able to distinguish between skills, literacy and fluency is a perennial part of my job as an educational developer. This is most visible in thinking about how to communicate and engage people in conversations to do with digital capabilities, … Continue reading
Feedback: where learning begins #activelearning
While the title of this post is intentionally contentious, it allows me to reflect on one or two recent discussions and reinforce some key ideas about active learning design, especially in the context of ‘unified’ active learning (UAL): how it … Continue reading
Curation as a pedagogy #activelearning
This article considers the agency of the learner in an active learning context. It considers curation as an act of making; more than taking, the learner processes artefacts to discover new knowledge. Curation is an iterative learning activity of collecting, … Continue reading
Embodiment – physicality and presence in #activelearning
Imagine active learning. What comes to mind for me is people, together, finding value and common purpose in each other. ‘People’ is a significant word in this description. It’s not an abstract notion of ‘learner’, it is a real, humanistic … Continue reading
Posted in Active Learning, Belonging, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Literacies and Intelligence, PhD, Polycontextuality, Studio and Studio-based Learning
Tagged Active Learning, agency, assemblage theory, audio feedback, Belonging, blended learning, care, co-operation, communities of practice, conversation, critical pedagogy, ecology, experience, experiential learning, hapitics, identity, inclusivity, Learner Engagement, learning ecology, learning environments, Learning Space and Place, networked learning, ontology, people, physicality, place, placemaking, Polycontextuality, Presence, Psychology, reflection, relationships, self-efficacy, situated learning, smart devices, Smart Learning & BYOD, social theory, space, storytelling, Studio, studio for all, technology, Third Space, twalk, voice
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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
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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
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Active co-operativism for active learning
This is a second post looking at the student’s role and the academic skills and dispositions needed for success in the active classroom. The first looked at active listening. Here, I suggest active co-operativism is an attitude and an ethos … Continue reading
Posted in Active Learning, Belonging, BYOD, Co-operative pedagogy, Creativity, Employability, Learner Engagement, Literacies and Intelligence
Tagged active co-operativism, Active Learning, actor-network theory, assemblage theory, co-operation, co-production, dispositions, distributed cognition, ethos, mutuality, peer co-operation, peer learning, skills
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Promoting learner autonomy and the question of fail-safe strategies
As an advocate of active learning, learner autonomy is never far from my thinking. The development of confident autonomous lifelong learners and intrinsically motivated self-determined graduates captures, for me, the primary purpose of a UK higher education. It is the … Continue reading
Posted in Academic Innovation, Active Learning, Belonging, Co-operative pedagogy, Creativity, Digital Placemaking, Learner Engagement, Learning Space and Place, Literacies and Intelligence
Tagged authentic learning, autonomy, co-operation, disclosure, heutagogy, inclusivity, learner autonomy, risk, safe space, self-direction
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Doing, Being, Becoming, Belonging & Connecting #twalk #spacetwalkLeeds
The Twalk next week (27th March 2019) at 1-2pm UK time, has the theme of Doing, Being, Belonging, Becoming and Connecting – the role of learning space, This post provides a little explanation of each of those keywords. Doing A focus … Continue reading
Posted in Active Learning, Applied Learning, Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Literacies and Intelligence, Personal & Professional Development Planning, Social Media for Learning
Tagged Active Learning, becoming, being, Belonging, connecting, Connectionism, Constructivism, doing, experiential learning, learning pace, reflection, self-efficacy, situated learning, social constructivism, space
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Celebrate #imperfection. Challenge resilience.
I listed to Thomas Curran’s TedTalk ‘Our dangerous obsession with perfectionism is getting worse’ before I left for work this morning. Curran warns against perfectionism, and his warning kept me thinking all day. Here are three mini-stories that explain why … Continue reading
Tactile 