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Tag Archives: third place
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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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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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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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
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Digital ephemera and placemaking for learning
‘I retweet your post’ – what does my action mean to you, me or others now or in the future? In this post, I continue to explore the idea of digital placemaking, what it means and why it is helpful … Continue reading
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