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Tag Archives: ontology
Transparency, turbulence, ambiguity and uncertainty in #activelearning
“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
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Lifewide learning domains: rich intersections or contested spaces
I noted in my previous post on mapping our learning that I would be engaging in the collaborative inquiry ‘Towards a Better Understanding of Our Own Learning Lives’ led by Norman Jackson, Rob Ward and Jenny Willis. I have just about … Continue reading
Posted in Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Personal & Professional Development Planning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking
Tagged ambiguity, assessment, boundary crossing, connections, domains, education, experiential learning, family, friendship, incidental learning, intersections, lifewide learning, lockdown, map, mapping, non-formal learning, ontology, pandemic, place, Polycontextuality, psychogeography, reflection, socialisation, space, third place, Third Space, Walking
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Embodiment – physicality and presence in #activelearning
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
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Blogging as a site of embodiment, co-production and enculturation
In this post I look at blogging as a studio space by reflecting on how and why I blog. A study of studio is a study of embodiment: the “embodied occupational engagement in constructing meaning [and how] the occupations in … Continue reading
Posted in Academic Innovation and Possibilities, Belonging, Co-operative pedagogy, Creativity, Learning Space and Place, Social Media for Learning
Tagged ANT, assemblage theory, blogging, challenge, co-production, components, Creativity, critical ontology, distributed cognition, embodiment, hybrid learning studio, ontology, othering, paradox, podcasting, site, situated learning, Social Media for Learning, sociomateriality, Studio, studio for all, support, ZPD
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Twalking back to happiness #twalk #spacetwalkLeeds
Join us for a Twalk , 27th March 2019 Theme: Doing, Being, Belonging, Becoming and Connecting – the role of learning space I have posted on each of the theme keywords. The key question for us to explore is, how … Continue reading
Posted in Active Learning, Belonging, BYOD, Digital Placemaking, Learner Engagement, Learning Space and Place, Media-enhanced learning, Polycontextuality, Social Media for Learning, Walking
Tagged Active Learning, becoming, being, Belonging, connecting, conversation, doing, formal learning, home, informal learning, non-formal learning, ontology, place, space, third place, twalk, walk, Walking, walkshop
2 Comments
The more virtual we become, the more tactile our needs
Talve´ (2011) says, “the more virtual we become, the more we seek tactile, earthy, soft nesting spaces in which to rest our bodies and soothe our overactive minds.” I think this captures my outlook and interest in learning spaces well. … Continue reading
Tactile 