Tag Archives: innovation

Unified Active Learning – our commitment to #activelearning wherever and however we access learning

Posted on September 1, 2021 by Andrew Middleton

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 →

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Crisis – what crisis? A time for academic innovation

Posted on August 18, 2021 by Andrew Middleton

At Wonkfest I attended a panel session titled Changing the Culture of Changing the Culture in which Charlotte Summers, who is Head of Commercial Development at the RSA, referred to the RSA’s excellent Future Change Framework. Admittedly, I am a … Continue reading →

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Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning

Posted on September 4, 2019 by Andrew Middleton

Tomorrow’s professionals will require an enhanced capacity for collaboration, co-operation and creative thinking (Markauskaite and Goodyear, 2016). Mclaughlan & Lodge (2019) draw parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an … Continue reading →

Posted in Active Learning, Co-operative pedagogy, Creativity, Employability, Learner Engagement, Learning Space and Place, Media-enhanced learning, PhD, Scholarship and Research, Studio and Studio-based Learning | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Table gallery for Media-Enhanced Teaching & Learning #activelearning #ARUengage

Posted on June 26, 2019 by Andrew Middleton

I led three workshops at yesterday’s Engage Learning & Teaching conference at Anglia Ruskin University.. In one of them, I used the table gallery technique that I turn to frequently as a way to engage participants in topics where there … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Assessment & Feedback, BYOD4L, Creativity, Learner Engagement, Learning Space and Place, Media-enhanced feedback, Media-enhanced learning, Scholarship and Research, Smart Learning & BYOD | Tagged , , , , , , , | Leave a comment

A place for imagining – blue skies under the tree canopy

Posted on June 26, 2018 by Andrew Middleton

Myself and a colleague have some difficult thinking to do this week. Exciting thinking, but difficult nevertheless. So, we could book out a teaching room lined with whiteboards for the day and see what happens, but that feels too ‘inward’ … Continue reading →

Posted in Academic Innovation, Active Learning, BYOD, BYOD4L, Learner Engagement, Learning Space and Place, Walking | Tagged , , , , , , , , , , , , , , , , , , , , , , , | 1 Comment

Researching academic innovation to foster belonging

Posted on March 4, 2018 by Andrew Middleton

  I am working with an innovative subject group at the moment who have done much to foster student belonging. They have a long list of small recent and current initiatives intended to develop a cohesive disciplinary identity. Previously, they … Continue reading →

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#minitwalk demonstrates the flexibility of the #twalk model at #socmedhe17

Posted on February 22, 2018 by Andrew Middleton

    Since our first successful use of the #twalk model in May 2017, a number of #twalks have used the model in different situations. Our experience and understanding of the #twalk is growing. A number of us involved in … Continue reading →

Posted in Academic Innovation and Possibilities, Active Learning, Digital Placemaking, Social Media for Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , | 1 Comment

The problem of developing consistency in academic team innovation #SEDAconf

Posted on November 20, 2017 by Andrew Middleton

My colleague Helen Kay and I worked with one of our course teams last year to role out SCALE UP (Student-Centred Active Learning for Upside-down Pedagogy). The expanded name of the learning space model is very descriptive and clarifies why … Continue reading →

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Learning from the Futurists: analysis of the third Futurist manifesto

Posted on August 11, 2017 by Andrew Middleton

The route of the manifesto as an art form is Karl Marx and Friedrich Engels’ The Communist Manifesto (1848). Loud, clear and confrontational, this form was later adopted by F.T.Marinetti in The Foundation and Manifesto of Futurism (1909), and from … Continue reading →

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