Tag Archives: ecology

Deviation and self-determination #activelearning

Posted on August 11, 2021 by Andrew Middleton

In a previous post I suggested that the art of teaching to an active learning philosophy is about creating loose structures so that each and every student has the space to bring their own knowledge, experience and imagination to their … Continue reading →

Posted in Active Learning, Creativity, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning | 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 →

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 , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , | 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

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 , , , , , , , , , , , , , | 1 Comment

The problem with communities… a consideration of alternatives

Posted on October 3, 2020 by Andrew Middleton

Why do I explore ideas like being, belonging and becoming in relation to networks, but I hardly talk about communities any more? In this post I will look at why networks and affinity spaces more than communities have come to … Continue reading →

Posted in Active Learning, Belonging, Co-operative pedagogy, Creativity, Digital Placemaking, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning | Tagged , , , , , , , | 1 Comment

Embodiment – physicality and presence in #activelearning

Posted on October 14, 2019 by Andrew Middleton

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 , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , | 1 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

Competition and co-operation in the #activelearning classroom

Posted on August 3, 2019 by Andrew Middleton

I have been reading a great paper this morning on the use of Instagram memes by students studying art at Central St Martins (Burns et al., 2016). Amongst the many themes present in the paper, I picked up on one … Continue reading →

Posted in Academic Innovation, Active Learning, Assessment & Feedback, BYOD, Co-operative pedagogy, Creativity, Gamification, Learner Engagement, Learning Space and Place, PhD, Social Media for Learning, Studio and Studio-based Learning | Tagged , , , , , , , , , , , , , , , , , , , , , | Leave a comment

A Dependency-Autonomy model for personal and professional development planning

Posted on February 24, 2019 by Andrew Middleton

The challenge of framing employability in relation to personal and professional development planning has been a constant consideration for the team I am leading to support an integrated view of employability in the curriculum. The natural inclination of academics, in … Continue reading →

Posted in Applied Learning, Belonging, Employability, Learner Engagement, Personal & Professional Development Planning | Tagged , , , , , , , , , | 1 Comment