Category Archives: Walking

How walking affords a different space and attitude affecting learning

Absence of detail and the value of ambiguity in art and education

Posted on November 21, 2022 by Andrew Middleton

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

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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Learning with consequence #activelearning

Posted on April 21, 2021 by Andrew Middleton

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 →

Posted in Active Learning, Co-operative pedagogy, Learner Engagement, Walking | Tagged , , , , , , | 1 Comment

Fluency – standing, walking, dancing

Posted on February 21, 2021 by Andrew Middleton

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 →

Posted in Active Learning, Applied Learning, Creativity, Learner Engagement, Learning Space and Place, Literacies and Intelligence, Walking | Tagged , , , , , , , , | 2 Comments

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

Mapping my learning: visualising not just being visual

Posted on January 30, 2021 by Andrew Middleton

A few posts ago I thought through some ideas about using metaphorical maps as a way of navigating learning. I want to pursue this here to discover further intersections and connections, especially as we gear up for the collaborative inquiry … Continue reading →

Posted in Active Learning, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning, Walking | Tagged , , , , , , , , , , , | 4 Comments

Structure and memory-mapping in #activelearning

Posted on December 20, 2020 by Andrew Middleton

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 , , , , , , , , , , , , , , , , , | 4 Comments

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 →

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Space, walking and non-verbal communications #activelearning

Posted on January 25, 2020 by Andrew Middleton

Learning walks are valuable conversational spaces. They tend to be non-confrontational and, for me, epitomise co-operative learning. Not only do they feel familiar spaces exemplifying a networked paradigm as people move naturally between small groups through the course of semi-structured … Continue reading →

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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