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Tag Archives: hybrid learning space
Understanding polycontextuality through Happy Valley
The penultimate episode of Happy Valley on BBC TV included a very tense scene that helps to explain polycontextuality and why it is useful for educators. It seems like the whole country was gripped by Happy Valley – a psychologically … Continue reading
Posted in Digital Placemaking, Learning Space and Place, Polycontextuality
Tagged agency, assemblage theory, being, Belonging, boundary crossing, connecting, connectivism, conversation, digital-social age, ecology, experience, experiential learning, hybrid learning space, inclusivity, interactivity, learning ecology, learning environments, Learning Space and Place, liminality, network, networked authorship, networked learning, non-formal learning, place, placemaking, Polycontextuality, Presence, situated learning, social, social media, Social Media for Learning, space, third place, Third Space
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Unified Active Learning – our commitment to #activelearning wherever and however we access learning
I am in reflective mode – it’s summer 2021 and in the West we’re trying to get over the pandemic, catch our breath, and decide what we value, what we have done, what changes will stick. It is both a … Continue reading
Posted in Active Learning, Learner Engagement, Learning Space and Place
Tagged Active Learning, blended learning, challenge, change, collaborative, design, ecosystem, hybrid learning space, identity, inclusivity, innovation, Learner Engagement, learning environments, pandemic, placemaking, space, teaching, UAL, unified active learning
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Vertical and horizontal learning networks: implications for #active learning
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
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The Connected Classroom – “The Hub of Connectivity” #activelearning #hybridlearning
I am preparing a workshop for #ARUDigiFest titled ‘Digital collaborators: developing a digital classroom approach of connected learning’ (Cambridge 9th September and Chelmsford 11th September). Working with my colleague Uwe Richter, we will explore the idea of the digital classroom … Continue reading
Posted in Academic Innovation and Possibilities, Active Learning, Co-operative pedagogy, Creativity, Digital Placemaking, Learning Space and Place, Media-enhanced learning, PhD, Studio and Studio-based Learning
Tagged Active Learning, authentic learning, blended learning, co-creation, co-production, conceptual knowledge, connected learning, context, definition, digifest, digital learning, hybrid learning space, hybrid learning studio, hybridity, ideas, interactivity, learner-generated content, learning environments, Learning Space and Place, place, real world, situated learning, space, technology, technology-enhanced learning
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Crashing or connecting? Navigating the #twalk boundaries
The #connectedlearning space, in its many and various meanings, is central to my thinking about the future classroom. This is obviously epitomised in the concept of the #twalk. It was lovely to hear that Alex Spiers was leading a Twalk … Continue reading
Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Applied Learning, Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Social Media for Learning, Walking
Tagged blended learning, boundary crossing, connected learning, hybrid learning space, Social Media for Learning, twalk, twitter
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Enhanced-learning – a spatial perspective #TEL
I believe there is some confusion about the term technology-enhanced learning (TEL) and in general the idea of enhanced learning. In a recent post on Twitter @alejandro (12/06/18) says, “We should be critical of ‘technology-enhanced’ learning. Default setting: technology enhances things. … Continue reading
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