Tag Archives: Learner Engagement

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 →

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

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

Competition and co-operation in the #activelearning classroom

Posted on August 3, 2019 by Andrew Middleton

I have been reading a great paper this morning on the use of Instagram memes by students studying art at Central St Martins (Burns et al., 2016). Amongst the many themes present in the paper, I picked up on one … Continue reading →

Posted in Academic Innovation, Active Learning, Assessment & Feedback, BYOD, Co-operative pedagogy, Creativity, Gamification, Learner Engagement, Learning Space and Place, PhD, Social Media for Learning, Studio and Studio-based Learning | Tagged assemblage theory, co-creation, co-operation, co-production, collaborating, collaboration, competition, Creativity, ecology, image, instagram, Learner Engagement, learning ecology, memes, motivation, peer assessment, sm4l, Smart Learning & BYOD, social media, Social Media for Learning, Studio, team-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

A Dependency-Autonomy model for personal and professional development planning

Posted on February 24, 2019 by Andrew Middleton

The challenge of framing employability in relation to personal and professional development planning has been a constant consideration for the team I am leading to support an integrated view of employability in the curriculum. The natural inclination of academics, in … Continue reading →

Posted in Applied Learning, Belonging, Employability, Learner Engagement, Personal & Professional Development Planning | Tagged Active Learning, agency, Applied Learning, authentic learning, ecology, Learner Engagement, reflection, situated learning, student engagement, transition | 1 Comment

Repositioning contact time to explain the value of education

Posted on February 24, 2019 by Andrew Middleton

I happened to mention that I worked in higher education to a women who sold me a vase in a craft shop; the sort of situation where I normally feel at ease with people I meet beyond the educational setting. … Continue reading →

Posted in Belonging, Learner Engagement, Learning Space and Place | Tagged Active Learning, agency, agility, autonomy, boundary crossing, challenge, co-operation, collaboration, collabotation, communities of practice, ecology, Employability, engagement, identity, journey, Learner Engagement, learning ecology, learning environments, Learning Space and Place, liminality, motivation, networked learning, people, place, placemaking, reflection, relationships, self-efficacy, situated learning, space, student engagement, time, transformation | Leave a comment

Kitchen and studio-based learning

Posted on September 4, 2018 by Andrew Middleton

The Great British Menu is back on UK television at the moment. I am not a fan of cooking programmes – though others are in my household – so, it’s on and inevitably I get caught up in it. Assessment … Continue reading →

Posted in Active Learning, Creativity, Learning Space and Place, Studio and Studio-based Learning | Tagged assessment, co-operation, collaborating, cooking, Learner Engagement, learning environments, peer assessment, peer mentoring, self-assessment, space, student engagement | 1 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 agility, apps, authentic learning, brainstorming, co-operation, collabnorating, collaborating, collaboration, collabotation, complexity, innovation, Learner Engagement, learning environments, Learning Space and Place, meeting, reflection, situated learning, smart devices, Smart Learning & BYOD, space, student engagement, tools, walk, Walking | 1 Comment

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 Active Learning, assessment, autonomy, challenge, engagement, feedback, formative assessment, identity, learner autonomy, Learner Engagement, maturity, resilience, transformation | 1 Comment

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	Transparency, turbul… on C is for course of course
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	Curating as flexible… on Curation as a pedagogy #a…
	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…