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Tag Archives: liminality
Transgressive learning – moving away from a mindset of inevitability
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
Posted in Academic Innovation, Active Learning, Co-operative pedagogy, Learning Space and Place, Polycontextuality, Studio and Studio-based Learning
Tagged Academic Innovation, adjacent space, agency, authentic learning, boundary crossing, communitas, Creativity, embodiment, experiential learning, heutagogy, learning ecologies, liminality, negotiated learning, non-formal learning, outsider, Polycontextuality, self-determination, self-determination theory, spatial fluency, sustainability, third place, Third Space, Transgressive learning
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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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Ritual in the learning environment
In this post I explore what is meant by ritual in relation to the teaching and learning experience and, as we reset our post-pandemic classrooms, why we should care. Given that there is little obligation to care, beyond a notion … Continue reading
Posted in Active Learning, Belonging, Co-operative pedagogy, Learner Engagement, Learning Space and Place, Studio and Studio-based Learning
Tagged acquiescence, Active Learning, affinity spaces, agency, being, Belonging, co-creation, collaboration, diversity, doing, habit, identity, liminality, non-formal learning, place, relationships, ritual, routine, Studio, studio for all
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Curiosity – untapping latent energy
Continuing from the post ‘Sublime, curious and distracted – challenging conceptions of learning’, I want to examine curiosity towards finding strategies that can be deployed by the academic and the learner themselves to create an engaging learning environment. Surely, curiosity … Continue reading
Posted in Active Learning, Learner Engagement
Tagged agency, case-based learning, challenge, course design, course-focussed practice, critical thinking, curiosity, decision-based learning, deduction, deductive reasoning, deep learning, desire, drive, enjoyment, exploration, flow, fragmentation, graduate capabilities, interrogation, intrigue, intrinsic motivation, knowledge, lifelong learning, liminality, module-centric, narrative, negotiation, open-ended, passive learning, transition, wonder, wonderment
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Further reflections on learning walks and the #Twalk model of #activelearning
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 ambiguity, connectivism, deviation, embodiment, group size, group work, intimacy, learning ecologies, learning walk, liminality, Live Briefs, motivation, multitasking, negotiated space, negotiation, networked authorship, notemaking, ownership, reflection, sandpit, self-determination, social media, stimulus, third place, twalk, twilight, twitter, walk
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Repositioning contact time to explain the value of education
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
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Friendship and the classroom
I attended a seminar today given by my colleague Emma Heron. I was fortunate enough to mentor Emma through a year-long research project looking at the role of friendship in the student experience. It was good to catch up today … Continue reading
Posted in Applied Learning, BYOD, Learning Space and Place
Tagged agency, Belonging, co-operation, ecology, identity, in-between, interactivity, journey, learner autonomy, Learner Engagement, learning ecology, Learning Space and Place, liminality, place, placemaking, space, student engagement, Third Space, trust
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Peripatetic space – we twalked again, like we did last summer
On Friday we twalked again – that is we walked, talked and tweeted (#twalk). Unlike our hot, sunny walk in May, it rained a lot! As mentioned in the previous post, Friday’s twalk was part of ALT’s Learning Spaces Special Interest … Continue reading
Posted in Active Learning, Learning Space and Place, Walking
Tagged boundaries, CPD, engagement, in-between, Learner Engagement, liminality, place, placemaking, situated learning, Third Space, twalk, tweetchat, walk
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Tactile 