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Tag Archives: experiential learning
Transparency, turbulence, ambiguity and uncertainty in #activelearning
“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
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Lifewide learning domains: rich intersections or contested spaces
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
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Audio reflection
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
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
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
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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
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
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Teaching ‘whole people’ holistically – understanding co-operative learning
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
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Product – co-production vs commodification as a site of learning
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
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Tactile 