Category Archives: Polycontextuality

How being situated in multiple contexts at the same time affects learning

Transgressive learning – moving away from a mindset of inevitability

Posted on July 27, 2023 by Andrew Middleton

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 →

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Between states: metaxis, connectedness and fluency

Posted on August 19, 2021 by Andrew Middleton

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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Playing with time and crossing boundaries: multichronicity #activelearning

Posted on May 16, 2021 by Andrew Middleton

An analysis of the tweetchats revealed that neither synchronicity nor asynchronicity are able to capture the essence of what goes on in such a conversational space. Neither get close to capturing the value of the learning experience. Multichronicity provides a way of looking at the design of experiential learning in settings that accommodate learning ecologies: the academic designer must consider the quality of time spent in and navigating through a learning experience. Continue reading →

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Lifewide learning domains: rich intersections or contested spaces

Posted on February 6, 2021 by Andrew Middleton

I noted in my previous post on mapping our learning that I would be engaging in the collaborative inquiry ‘Towards a Better Understanding of Our Own Learning Lives’ led by Norman Jackson, Rob Ward and Jenny Willis. I have just about … Continue reading →

Posted in Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Personal & Professional Development Planning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Further reflections on learning walks and the #Twalk model of #activelearning

Posted on January 25, 2020 by Andrew Middleton

The walk I organised for last week introduced several new ideas about the role and methods of learning walks for me. This is a very long post. I was tempted to break it down. However, I needed to get it … Continue reading →

Posted in Active Learning, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Polycontextuality, Social Media for Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Learning Spaces twilight walk on #ActiveLearning on Thursday – join us! #SpaceTwalk2020 #ALN

Posted on January 14, 2020 by Andrew Middleton

This is a reminder that this Thursday from 4pm-6pm (UK) our Active Learning Network at Anglia Ruskin University is conducting a learning space walk (#SpaceTwalk2020) and we encourage you to join us from wherever you are – walking in parallel … Continue reading →

Posted in Active Learning, Belonging, Co-operative pedagogy, Learning Space and Place, Polycontextuality, Social Media for Learning, Walking | Tagged , , , , , , , , | 1 Comment

Embodiment – physicality and presence in #activelearning

Posted on October 14, 2019 by Andrew Middleton

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 , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , | 1 Comment

Design for Active and Blended Learning

Posted on October 9, 2019 by Andrew Middleton

I am reposting my blog post for the #LTHEchat tweetchat I led this evening. The tweetchat community is a fantastic forum of co-creativity and I very much value the knowledge that it always generates. Thanks all. The response tonight was as incredible … Continue reading →

Posted in Active Learning, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Polycontextuality, Social Media for Learning | Tagged , , | Leave a comment

Polycontextuality, spheres and headphones

Posted on September 8, 2019 by Andrew Middleton

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 , , , , , , , , , , , , , , , , , , , | Leave a comment