Category Archives: Social Media for Learning

Exploring how social media is, or can be used, to enhance learning and the disruptive implications of this

Creative Assessment – what is it?

Posted on December 15, 2023 by Andrew Middleton

In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Assessment & Feedback, Creativity, Learner Engagement, Media-enhanced feedback, Media-enhanced learning, MELSIG, Social Media for Learning | Tagged assessment, blogging, Creativity | Leave a comment

Photopedagogy and photovoice

Posted on August 14, 2021 by Andrew Middleton

Loopmans et al. (2012) observe that photographs incite public debate about place and community. When that public context is the university course and where there is a desire for learning engagement and community building, how can photography empower the learner? … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, BYOD4L, Creativity, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, photopedagogy, Smart Learning & BYOD, Social Media for Learning | Tagged Active Learning, agency, audio, audio-enhanced learning, Belonging, capture, co-production, community, connectivity, learner gatherer, learning ecologies, learning ecology, location, mobile learning, photo elicitation, photograph, photography, photomontage, photopedagogy, photovoice, place, portfolio, screen-based learning, smartphone, ubiquitous technolous, user producer | Leave a comment

Vertical and horizontal learning networks: implications for #active learning

Posted on August 1, 2021 by Andrew Middleton

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 | 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 →

Posted in Active Learning, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking | Tagged #ARUalc, Active Learning Conference, activity, activity patterns, asynchronous, binary, bounaries, co-writing, collaboration, consequence, conversational learning, curation, doing, ecology, eddie, engagement, experience, experiential learning, flow, hashtag, haunting, hybrid learning, inclusivity, latency, learning ecologies, learning engagement, learning space, memory, memory mapping, micro-conversation, multichronicity, multilogue, navigation, podcasting, reflection in action, reflection on action, Social Media for Learning, synchronous, temporal space, time-based learning, timeline, traces, tweetchat, UAL, unified active learning | Leave a comment

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 ambiguity, assessment, boundary crossing, connections, domains, education, experiential learning, family, friendship, incidental learning, intersections, lifewide learning, lockdown, map, mapping, non-formal learning, ontology, pandemic, place, Polycontextuality, psychogeography, reflection, socialisation, space, third place, Third Space, Walking | Leave a comment

Revisting the 5Cs to discover value for different times

Posted on January 16, 2021 by Andrew Middleton

I have had an immense feeling of warmth and solidarity this evening as good thoughts and memories have been triggered by Sheila’s post on How Sheila Sees It ‘Bring your own device for learning or bringing learning to your device?’ … Continue reading →

Posted in Active Learning, Belonging, BYOD4L, Co-operative pedagogy, Creativity, Learning Space and Place, MELSIG, Smart Learning & BYOD, Social Media for Learning | Tagged Belonging, BYOD, byod4l, co-operation, collaboration, communication, connectivism, Creativity, curation, ecology, learning ecology, place, social media, Social Media for Learning | 1 Comment

Learning Spaces Iceberg

Posted on October 27, 2020 by Andrew Middleton

This infographic represents the complexity of learning space discourse and points to the experiential value of the ‘hidden depths’ where the space is least understood because it is least represented and least visible – who are the advocates for the … Continue reading →

Posted in Active Learning, Belonging, Digital Placemaking, Learning Space and Place, Media-enhanced learning, Smart Learning & BYOD, Social Media for Learning | Tagged adjacent space, agency, becoming, being, Belonging, blended learning, connecting, connectivism, digital space, doing, experiential learning, formal learning, friendship, hubs, hybrid learning space, infographic, informal learning, liminality, material space, non-formal learning, ontology, placemaking, social spaces, spatial literacy, Third Space, timetabling, twalk, zones | Leave a comment

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 →

Posted in Active Learning, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Polycontextuality, Social Media for Learning, Walking | Tagged ambiguity, connectivism, deviation, embodiment, group size, group work, intimacy, learning ecologies, learning walk, liminality, Live Briefs, motivation, multitasking, negotiated space, negotiation, networked authorship, notemaking, ownership, reflection, sandpit, self-determination, social media, stimulus, third place, twalk, twilight, twitter, walk | Leave a comment

	Curating as flexible… on Curation as a pedagogy #a…
	Education as a limin… on Learning walks with awe are go…
	Transparency, turbul… on C is for course of course
	Deviation and self-d… on Structure and memory-mapping i…
	Beatriz Acevedo - Cr… on Learning with consequence…

	Curating as flexible… on Curation as a pedagogy #a…
	Education as a limin… on Learning walks with awe are go…
	Transparency, turbul… on C is for course of course
	Deviation and self-d… on Structure and memory-mapping i…
	Beatriz Acevedo - Cr… on Learning with consequence…

Category Archives: Social Media for Learning

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