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Category Archives: PhD
Identity and the DB3Cs Model – a briefing
This post allows me to encapsulate ideas discussed here previously in a form that I hope is useful to you whether you are an academic or educational developer. It presents the DB3Cs model in the form of a useful framework … Continue reading
Posted in Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, PhD, Scholarship and Research
Tagged becoming, being, Belonging, connecting, D3BC, DB3C, doing
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Decolonising the active curriculum #activelearning
This post considers the need to decolonise the active curriculum. It follows on from ideas considered in the previous post on embodiment which concluded that advocates and practitioners of active learning must look deeply at the meaning of being student-centred. … Continue reading
Posted in Active Learning, Belonging, Co-operative pedagogy, Learner Engagement, PhD, Studio and Studio-based Learning
Tagged Active Learning, activity design, BAME, co-creation, decolonisation, design thinking, differentiation, diversity, equity, experiential learning, hidden curriculum, inclusivity, learning ecology, personalisation, self-direction, stimuli, stimulus, universal design
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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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Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning
Tomorrow’s professionals will require an enhanced capacity for collaboration, co-operation and creative thinking (Markauskaite and Goodyear, 2016). Mclaughlan & Lodge (2019) draw parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an … Continue reading
Posted in Active Learning, Co-operative pedagogy, Creativity, Employability, Learner Engagement, Learning Space and Place, Media-enhanced learning, PhD, Scholarship and Research, Studio and Studio-based Learning
Tagged acquisition, agency, becoming, co-creation, co-operation, Co-operative pedagogy, co-production, collaboration, Contribution-oriented approach, design thinking, distributed authorship, Employability, epistemic fluency, identity, innovation, learner-generated context, Learning Space and Place, Media-enhanced learning, multimedia, networked authorship, participation, problem-solving, skills, slow media, Social Media for Learning, Web 2.0
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The Connected Classroom – “The Hub of Connectivity” #activelearning #hybridlearning
I am preparing a workshop for #ARUDigiFest titled ‘Digital collaborators: developing a digital classroom approach of connected learning’ (Cambridge 9th September and Chelmsford 11th September). Working with my colleague Uwe Richter, we will explore the idea of the digital classroom … Continue reading
Posted in Academic Innovation and Possibilities, Active Learning, Co-operative pedagogy, Creativity, Digital Placemaking, Learning Space and Place, Media-enhanced learning, PhD, Studio and Studio-based Learning
Tagged Active Learning, authentic learning, blended learning, co-creation, co-production, conceptual knowledge, connected learning, context, definition, digifest, digital learning, hybrid learning space, hybrid learning studio, hybridity, ideas, interactivity, learner-generated content, learning environments, Learning Space and Place, place, real world, situated learning, space, technology, technology-enhanced learning
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Teaching as craft, learning as art?
I have been reading a stimulating paper by Mandy Lupton from 2013 on reclaiming the art of teaching, which you can find here. Her concern is for the art of teaching, and how it is lost to “a higher education … Continue reading
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