Category Archives: PhD

Identity and the D3BsC 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 D3BsC model in the form of a useful framework … Continue reading

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Universal design and #activelearning

Following on from the previous post on Decolonising the active curriculum, this post looks more closely at some of the seven principles of universal design to explore how they can inform the active learning space – its pedagogy and physical-digital … Continue reading

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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

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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

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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, active learning, Applied Learning, Assessment & Feedback, belonging, Co-operative pedagogy, creativity, Digital Placemaking, employability, learner engagement, learning space, Literacies and intelligence, PhD, Possibilities, social media for learning, studio-based learning, walking | Tagged , , , , , , , , , , , , , , , , , , , , | Leave a comment

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 active learning, belonging, BYOD, Co-operative pedagogy, Digital Placemaking, gamification, learner engagement, learning space, Literacies and intelligence, Media-enhanced learning, PhD, polycontextuality, Possibilities, research, social media for learning, studio, studio-based learning | Tagged , , , , , , , , , , , , , , , , , , , | Leave a comment

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, Media-enhanced learning, PhD, research, studio, studio-based learning | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment