Tag Archives: Social Media for Learning

Vertical and horizontal learning networks: implications for #active learning

Posted on August 1, 2021 by Andrew Middleton

This presentation is useful for thinking about the difference between collaborative and co-operative learning. My interest in social media for learning, studio-based learning, and hybrid learning centres on how people work and learn together. They often return to ‘working alongside’ … Continue reading →

Posted in Active Learning, Co-operative pedagogy, Learning Space and Place, Social Media for Learning, Studio and Studio-based Learning | Tagged , , , , , , , , , , , , , , , , | Leave a comment

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

Revisting the 5Cs to discover value for different times

Posted on January 16, 2021 by Andrew Middleton

I have had an immense feeling of warmth and solidarity this evening as good thoughts and memories have been triggered by Sheila’s post on How Sheila Sees It ‘Bring your own device for learning or bringing learning to your device?’ … Continue reading →

Posted in Active Learning, Belonging, BYOD4L, Co-operative pedagogy, Creativity, Learning Space and Place, MELSIG, Smart Learning & BYOD, Social Media for Learning | Tagged , , , , , , , , , , , , , | 1 Comment

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

Blogging as a site of embodiment, co-production and enculturation

Posted on August 10, 2019 by Andrew Middleton

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 , , , , , , , , , , , , , , , , , , , , , , | 2 Comments

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 , , , , , , , , , , , , , , , , , , , , , | Leave a comment

#mugafesto #socmedhe18

Posted on January 2, 2019 by Andrew Middleton

What is #mugafesto? Mugafesto is your manifesto on a cup! What do you need your manager, your academic colleagues, peers or students to see each morning as they have their cornflakes?! What hyperbolic pronouncement will get them thinking? …Get them … Continue reading →

Posted in Media-enhanced learning, Social Media for Learning | Tagged , , | Leave a comment

Productive failure, drawing and erasing – exploring visual literacies #twalk #possibilities

Posted on July 11, 2018 by Andrew Middleton

More walking, talking and Twalking (just about) I co-led a Twalk today on the subject of visual literacies as part of Sheffield Hallam University’s Learning & Teaching Conference with my colleague Helen Rodger. It was billed simply as a learning … Continue reading →

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Crashing or connecting? Navigating the #twalk boundaries

Posted on July 6, 2018 by Andrew Middleton

The #connectedlearning space, in its many and various meanings, is central to my thinking about the future classroom. This is obviously epitomised in the concept of the #twalk. It was lovely to hear that Alex Spiers was leading a Twalk … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Applied Learning, Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Social Media for Learning, Walking | Tagged , , , , , , | 1 Comment

Where are you taking me? Thinking about the politics of network

Posted on March 5, 2018 by Andrew Middleton

The transcript of ‘Learning Networks, Not Teaching Machines’, a keynote delivered at EDEN 2015 in Barcelona by Audrey Watters in 2015, is a good read for anyone interested in networked learning, media-enhanced learning, and the use of social media for … Continue reading →

Posted in Academic Innovation and Possibilities, Learning Space and Place, Media-enhanced learning, Open Learning, Social Media for Learning | Tagged , , , , , | Leave a comment