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Category Archives: Studio and Studio-based Learning
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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Absence of detail and the value of ambiguity in art and education
This post pulls together ideas about the value of ambiguity and space in art and education by drawing upon my diverse experiences as educator, artist, and musician. It wanders! In some ways, it is about creating room to wander. I hope you it connects with your own wanderings. Continue reading
Posted in Active Learning, Creativity, Learner Engagement, Studio and Studio-based Learning, Walking
Tagged abstract, agency, ambiguity, art, being, clarity, Creativity, detail, discovery, ethics, learning ecologies, literalism, music, narrative, noise, photography, reflection, scaffolding, sculpture, space, student engagement, student-centred, teaching
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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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Deviation and self-determination #activelearning
In a previous post I suggested that the art of teaching to an active learning philosophy is about creating loose structures so that each and every student has the space to bring their own knowledge, experience and imagination to their … Continue reading
Posted in Active Learning, Creativity, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning
Tagged Active Learning, assemblage theory, connectivism, constellation, curiosity, deviant, deviation, digital fluency, ecology, intrinsic motivation, learning ecologies, motivation, psyschogeography, self-determination, situated learning, spatial literacy, wander
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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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Being part of something – having a sense of presence #activelearning
The idea of ‘being’ is about presence and is central to an active learning philosophy. It reflects two things: personal identity and social presence in the learning environment. Lehman and Conceicao (2010) describe this as ‘being there’ and ‘being together’. … Continue reading
Posted in Active Learning, Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning
Tagged Active Learning, agency, authentic learning, being, co-operation, community, embodiment, enactment, feedback, identity, learning culture, learning environments, Presence, reflection, teacher presence
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Non-human actors and experience
I have touched on Actor-Network Theory (ANT) in a previous post and the challenging idea that many actors are non-human – they are therefore actors without the potential to intentionally affect change. Objects, ideas, and processes have a role and … Continue reading
Posted in Belonging, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning
Tagged agency, ANT, materials, objects, tools
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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 