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Tag Archives: space
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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Absence of detail and the value of ambiguity in art and education
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
Posted in Active Learning, Creativity, Learner Engagement, Studio and Studio-based Learning, Walking
Tagged abstract, agency, ambiguity, art, being, clarity, Creativity, detail, discovery, ethics, learning ecologies, literalism, music, narrative, noise, photography, reflection, scaffolding, sculpture, space, student engagement, student-centred, teaching
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Unified Active Learning – our commitment to #activelearning wherever and however we access learning
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
Posted in Active Learning, Learner Engagement, Learning Space and Place
Tagged Active Learning, blended learning, challenge, change, collaborative, design, ecosystem, hybrid learning space, identity, inclusivity, innovation, Learner Engagement, learning environments, pandemic, placemaking, space, teaching, UAL, unified active learning
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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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Vertical and horizontal learning networks: implications for #active learning
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 Active Learning, boundary crossing, co-operation, co-operative learning, Co-operative pedagogy, collaboration, competition, horizontal networks, hybrid learning space, joint enterprise, learning environments, place, Social Media for Learning, space, Studio, studio-based learning, vertical networks
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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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The Connected Classroom – “The Hub of Connectivity” #activelearning #hybridlearning
I am preparing a workshop for #ARUDigiFest titled ‘Digital collaborators: developing a digital classroom approach of connected learning’ (Cambridge 9th September and Chelmsford 11th September). Working with my colleague Uwe Richter, we will explore the idea of the digital classroom … Continue reading
Posted in Academic Innovation and Possibilities, Active Learning, Co-operative pedagogy, Creativity, Digital Placemaking, Learning Space and Place, Media-enhanced learning, PhD, Studio and Studio-based Learning
Tagged Active Learning, authentic learning, blended learning, co-creation, co-production, conceptual knowledge, connected learning, context, definition, digifest, digital learning, hybrid learning space, hybrid learning studio, hybridity, ideas, interactivity, learner-generated content, learning environments, Learning Space and Place, place, real world, situated learning, space, technology, technology-enhanced learning
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Teaching ‘whole people’ holistically – understanding co-operative learning
Andresen, Boud and Choen (2000) set out criteria for experience-based learning. The goal of experience-based learning involves something personally significant or meaningful to the students; Students should be personally engaged; Reflective thought and opportunities for students to write or discuss … Continue reading
Posted in Active Learning, Belonging, Co-operative pedagogy, Creativity, Employability, Learner Engagement, Learning Space and Place, Personal & Professional Development Planning, Studio and Studio-based Learning
Tagged Active Learning, association, co-operative learning, Creativity, experiential learning, graduate capitals, space, Studio and Studio-based Learning
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