Category Archives: Scholarship and Research

New and emerging themes informing my scholarship and research

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

Identity and the DB3Cs Model – a briefing

Posted on January 4, 2020 by Andrew Middleton

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 , , , , , , | Leave a comment

Wrecking it with Brexit

Posted on September 22, 2019 by Andrew Middleton

I’m sitting in a café on La Rambla in Barcelona following a couple of days participating in an international learning spaces summit in Barcelona (#ILS2019). (nb. I use ‘participating’ not ‘attending’) We are getting really close to Brexit now and … Continue reading →

Posted in Academic Innovation, Active Learning, Belonging, Co-operative pedagogy, Employability, Gamification, Learner Engagement, Learning Space and Place, Open Learning, Scholarship and Research | 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

Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning

Posted on September 4, 2019 by Andrew Middleton

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 →

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Table gallery for Media-Enhanced Teaching & Learning #activelearning #ARUengage

Posted on June 26, 2019 by Andrew Middleton

I led three workshops at yesterday’s Engage Learning & Teaching conference at Anglia Ruskin University.. In one of them, I used the table gallery technique that I turn to frequently as a way to engage participants in topics where there … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Assessment & Feedback, BYOD4L, Creativity, Learner Engagement, Learning Space and Place, Media-enhanced feedback, Media-enhanced learning, Scholarship and Research, Smart Learning & BYOD | Tagged , , , , , , , | Leave a comment

Being there – thinking about presence #socmedhe18 #mugafesto

Posted on January 11, 2019 by Andrew Middleton

First, and significantly, let me thank my colleagues and co-facilitators of #socmedhe18 which happened at Nottingham Trent University on Wednesday. I will reflect separately on the power of friend-based collaboration as a disruptive basis for creating a stimulating learning environment … Continue reading →

Posted in Academic Innovation, Active Learning, Belonging, BYOD, Creativity, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, Open Learning, Polycontextuality, Scholarship and Research, Social Media for Learning | Tagged , , , , | Leave a comment

Lurking, Active Learning and Legitimate Peripheral Participation #socmedhe18

Posted on November 29, 2018 by Andrew Middleton

The first principle of active learning according to Bonwell & Eison (1991) is that it is more than passive listening. A rather negative note to start on perhaps, but we can see where they’re coming from. As we prepare, at … Continue reading →

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C is for course of course

Posted on November 28, 2018 by Andrew Middleton

Building upon research I conducted with student-nominated inspirational teachers in 2014 and then developed with colleagues here at SHU, to relate my work to the NSS, I have been working closely with all academic staff across three departments this year … Continue reading →

Posted in Academic Innovation, Active Learning, Applied Learning, Assessment & Feedback, Belonging, Learner Engagement, Scholarship and Research | Tagged , , , , | 2 Comments