Tag Archives: feedback

Being part of something – having a sense of presence #activelearning

Posted on October 24, 2020 by Andrew Middleton

The idea of ‘being’ is about presence and is central to an active learning philosophy. It reflects two things: personal identity and social presence in the learning environment. Lehman and Conceicao (2010) describe this as ‘being there’ and ‘being together’. … Continue reading →

Posted in Active Learning, Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning | Tagged , , , , , , , , , , , , , , | Leave a comment

Feedback: where learning begins #activelearning

Posted on September 13, 2020 by Andrew Middleton

While the title of this post is intentionally contentious, it allows me to reflect on one or two recent discussions and reinforce some key ideas about active learning design, especially in the context of ‘unified’ active learning (UAL): how it … Continue reading →

Posted in Active Learning, Assessment & Feedback, Learner Engagement, Literacies and Intelligence, Personal & Professional Development Planning | Tagged , , , , , , | Leave a comment

Gamification – a way to understand #activeleaning

Posted on July 13, 2019 by Andrew Middleton

I have been interested in games-based learning and playful learning since the early 2000s when I came across J. P. Gee’s work and since leading work on creative development in academic practice. The Creative Development Team I was responsible for … Continue reading →

Posted in Active Learning, Applied Learning, Employability, Gamification, Learner Engagement | Tagged , , , , , , , , , , , , , , , , , | 2 Comments

Active listening for active learning

Posted on April 19, 2019 by Andrew Middleton

Active Listening sketch note by Claudio Advocates of active learning must consider the active learning space from many perspectives. For example, I tend to think about space experientially, creating a picture in my own mind of a space that is … Continue reading →

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Attitudes, dispositions and learner maturity

Posted on June 24, 2018 by Andrew Middleton

I ran a series of workshops with an academic department last week. One of the key themes was the need to focus more on those learning outcomes that address learning and graduate capability. Our context was the challenge of engaging … Continue reading →

Posted in Active Learning, Applied Learning, Learner Engagement | Tagged , , , , , , , , , , , , | 1 Comment

From outside-in to inside-out (and possibly back-to-front) rethinking #feedback

Posted on December 11, 2017 by Andrew Middleton

Back in the 1990s I was a young developer working in the Learning & Teaching Institute at Sheffield Hallam University. One project that I was not directly involved with, but which I was present for, was on developing the use … Continue reading →

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All clear? It’s more than #feedback

Posted on December 9, 2017 by Andrew Middleton

I am in the middle of a large programme of work at my university addressing assessment and feedback. I have always understood that addressing the enhancement of academic practice in this area is more complex than some of the hygiene-focused … Continue reading →

Posted in Assessment & Feedback, BYOD | Tagged , , | 2 Comments

BYOD4L: Social Media for Learning Narratives

Posted on July 15, 2014 by Andrew Middleton

How often is it said that learning is a journey! It is remarkable then that we, in educational development, do not talk more often about learning narratives. Today Bring Your Own Devices for Learning focuses on the topic of Communicating … Continue reading →

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