Tag Archives: learning ecologies

Transgressive learning – moving away from a mindset of inevitability

Posted on July 27, 2023 by Andrew Middleton

Transgressive learning is a term associated with sustainability. Wals (2021), for example, discusses the Power of Transgressive Learning in an excellent post. My own interest in the term, however, came from reflecting on educational work I am currently involved in … Continue reading →

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Absence of detail and the value of ambiguity in art and education

Posted on November 21, 2022 by Andrew Middleton

This post pulls together ideas about the value of ambiguity and space in art and education by drawing upon my diverse experiences as educator, artist, and musician. It wanders! In some ways, it is about creating room to wander. I hope you it connects with your own wanderings. Continue reading →

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Photopedagogy and photovoice

Posted on August 14, 2021 by Andrew Middleton

Loopmans et al. (2012) observe that photographs incite public debate about place and community. When that public context is the university course and where there is a desire for learning engagement and community building, how can photography empower the learner? … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, BYOD4L, Creativity, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, photopedagogy, Smart Learning & BYOD, Social Media for Learning | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Deviation and self-determination #activelearning

Posted on August 11, 2021 by Andrew Middleton

In a previous post I suggested that the art of teaching to an active learning philosophy is about creating loose structures so that each and every student has the space to bring their own knowledge, experience and imagination to their … Continue reading →

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Playing with time and crossing boundaries: multichronicity #activelearning

Posted on May 16, 2021 by Andrew Middleton

An analysis of the tweetchats revealed that neither synchronicity nor asynchronicity are able to capture the essence of what goes on in such a conversational space. Neither get close to capturing the value of the learning experience. Multichronicity provides a way of looking at the design of experiential learning in settings that accommodate learning ecologies: the academic designer must consider the quality of time spent in and navigating through a learning experience. Continue reading →

Posted in Active Learning, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Further reflections on learning walks and the #Twalk model of #activelearning

Posted on January 25, 2020 by Andrew Middleton

The walk I organised for last week introduced several new ideas about the role and methods of learning walks for me. This is a very long post. I was tempted to break it down. However, I needed to get it … Continue reading →

Posted in Active Learning, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Polycontextuality, Social Media for Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment