Tag Archives: experiential learning

Transparency, turbulence, ambiguity and uncertainty in #activelearning

Posted on August 30, 2021 by Andrew Middleton

“One student’s safe uncertainty is another student’s chaotic nightmare.” (Orr & Shreeve, 2018) Based on research I conducted with others into student satisfaction of learning (Heaton et al., 2015), being clear with students about what is expected of them has … Continue reading →

Posted in Learner Engagement | Tagged Active Learning, agency, art, becoming, being, Belonging, challenge, clarity, co-creation, co-operation, co-operative learning, communities of practice, connecting, Creativity, doing, embodiment, experience, experiential learning, formal learning, identity, Learner Engagement, learning, learning ecology, learning environments, motivation, non-formal learning, ontology, place, placemaking, Presence, scaffolding, self-efficacy, skills, space, Studio, studio for all, teaching, technique, technology, tutoring | Leave a comment

Between states: metaxis, connectedness and fluency

Posted on August 19, 2021 by Andrew Middleton

Learning, for me, often describes a state of being between. This betweenness may refer to ideas, knowledge and understanding, modalities, or spaces. In this post I examine the nuances of terminology used to describe these states; terminology that goes beyond … Continue reading →

Posted in Active Learning, Belonging, Learning Space and Place, Polycontextuality | Tagged Active Learning, agency, becoming, being, Belonging, boundary crossing, connecting, connectivism, embodiment, engagement, experience, experiential learning, flow, fluency, flux, formal learning, hybrid learning space, hybridity, informal learning, interactivity, interstices, learning ecology, learning environments, Learning Space and Place, liminality, metaxis, networked learning, ontology, permeability, place, placemaking, Presence, relationships, self-efficacy, situated learning, social, space, tethering, third place, Third Space | 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

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

Audio reflection

Posted on October 25, 2020 by Andrew Middleton

My colleague Jo Outteridge encouraged participants in our Active Learning Network meeting on ‘Active and Reflective Learning’ to produce a resource together by incorporating examples of reflective learning from our various areas of practice. Jo introduced models of reflective and … Continue reading →

Posted in Media-enhanced learning, Personal & Professional Development Planning, Smart Learning & BYOD | Tagged Active Learning, audio-enhanced learning, experiential learning, mobile learning, reflection, smart devices | Leave a comment

Decolonising the active curriculum #activelearning

Posted on October 14, 2019 by Andrew Middleton

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 | 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 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 | 1 Comment

Teaching ‘whole people’ holistically – understanding co-operative learning

Posted on August 20, 2019 by Andrew Middleton

Andresen, Boud and Choen (2000) set out criteria for experience-based learning. The goal of experience-based learning involves something personally significant or meaningful to the students; Students should be personally engaged; Reflective thought and opportunities for students to write or discuss … Continue reading →

Posted in Active Learning, Belonging, Co-operative pedagogy, Creativity, Employability, Learner Engagement, Learning Space and Place, Personal & Professional Development Planning, Studio and Studio-based Learning | Tagged Active Learning, association, co-operative learning, Creativity, experiential learning, graduate capitals, space, Studio and Studio-based Learning | Leave a comment

Product – co-production vs commodification as a site of learning

Posted on July 27, 2019 by Andrew Middleton

Yesterday, I spent much of my time in meetings: one appraisal, one research-related, one project-related, and one a planning meeting. Coincidently, each of those four meetings required me to remind myself that an education is not, “A thing that can … Continue reading →

Posted in Active Learning, Co-operative pedagogy, Employability, Learner Engagement, Studio and Studio-based Learning | Tagged Active Learning, agency, Belonging, co-operation, co-production, collaboration, commodification, communities of practice, Employability, engagement, experiential learning, Learner Engagement, learning ecology | 1 Comment

	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…
	Between states: meta… on Polycontextual bridging…

	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…
	Between states: meta… on Polycontextual bridging…

Tag Archives: experiential learning

Transparency, turbulence, ambiguity and uncertainty in #activelearning

Audio reflection

Decolonising the active curriculum #activelearning

Teaching ‘whole people’ holistically – understanding co-operative learning

Product – co-production vs commodification as a site of learning

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