際際滷shows by User: amiddlet50 / http://www.slideshare.net/images/logo.gif 際際滷shows by User: amiddlet50 / Wed, 25 Apr 2018 15:04:15 GMT 際際滷Share feed for 際際滷shows by User: amiddlet50 Easy-to-adapt approaches to creating informal learning zones /slideshow/easytoadapt-approaches-to-creating-informal-learning-zones/94996891 easy-to-adaptapproachestocreatinginformallearningzones-180425150415
Learning space development is notorious complex, costly and protracted. This presentation considers what can be done spatially and behaviourally to develop student belonging and becoming. It focuses on ways, often within the discipline, of creating a sense of place through the concept of non-formal learning and the idea of zones. A range of approaches are listed that are easy to implement and comparatively cheap.]]>
Learning space development is notorious complex, costly and protracted. This presentation considers what can be done spatially and behaviourally to develop student belonging and becoming. It focuses on ways, often within the discipline, of creating a sense of place through the concept of non-formal learning and the idea of zones. A range of approaches are listed that are easy to implement and comparatively cheap.]]> Wed, 25 Apr 2018 15:04:15 GMT /slideshow/easytoadapt-approaches-to-creating-informal-learning-zones/94996891 amiddlet50@slideshare.net(amiddlet50) Easy-to-adapt approaches to creating informal learning zones amiddlet50 Learning space development is notorious complex, costly and protracted. This presentation considers what can be done spatially and behaviourally to develop student belonging and becoming. It focuses on ways, often within the discipline, of creating a sense of place through the concept of non-formal learning and the idea of zones. A range of approaches are listed that are easy to implement and comparatively cheap. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/easy-to-adaptapproachestocreatinginformallearningzones-180425150415-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Learning space development is notorious complex, costly and protracted. This presentation considers what can be done spatially and behaviourally to develop student belonging and becoming. It focuses on ways, often within the discipline, of creating a sense of place through the concept of non-formal learning and the idea of zones. A range of approaches are listed that are easy to implement and comparatively cheap.
Easy-to-adapt approaches to creating informal learning zones from Andrew Middleton
]]> 419 3 https://cdn.slidesharecdn.com/ss_thumbnails/easy-to-adaptapproachestocreatinginformallearningzones-180425150415-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Twalk this way /slideshow/twalk-this-way-85940036/85940036 twalk-this-way-180109232425
An introductory workshop on the concept of Twalk: walk, talk, tweet, think]]>
An introductory workshop on the concept of Twalk: walk, talk, tweet, think]]> Tue, 09 Jan 2018 23:24:25 GMT /slideshow/twalk-this-way-85940036/85940036 amiddlet50@slideshare.net(amiddlet50) Twalk this way amiddlet50 An introductory workshop on the concept of Twalk: walk, talk, tweet, think <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/twalk-this-way-180109232425-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> An introductory workshop on the concept of Twalk: walk, talk, tweet, think
Twalk this way from Andrew Middleton
]]> 342 2 https://cdn.slidesharecdn.com/ss_thumbnails/twalk-this-way-180109232425-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 #Twalk this way /slideshow/twalk-this-way/84481783 twalk-this-way-171219194727
The workshop explored the outcomes of a global CPD activity around a common walk augmented by the structured use of social media (a #twalk) in which all participants acted as co-producers to study the topic of digital placemaking. During the workshop we ran a #minitwalk (search for the evidence using the hashtag elsewhere). The workshop concluded with some parallel discussion activities. You can view and contribute to the google docs from the link in this presentation and you can also see a link to the #Twalk toolkit.]]>
The workshop explored the outcomes of a global CPD activity around a common walk augmented by the structured use of social media (a #twalk) in which all participants acted as co-producers to study the topic of digital placemaking. During the workshop we ran a #minitwalk (search for the evidence using the hashtag elsewhere). The workshop concluded with some parallel discussion activities. You can view and contribute to the google docs from the link in this presentation and you can also see a link to the #Twalk toolkit.]]> Tue, 19 Dec 2017 19:47:26 GMT /slideshow/twalk-this-way/84481783 amiddlet50@slideshare.net(amiddlet50) #Twalk this way amiddlet50 The workshop explored the outcomes of a global CPD activity around a common walk augmented by the structured use of social media (a #twalk) in which all participants acted as co-producers to study the topic of digital placemaking. During the workshop we ran a #minitwalk (search for the evidence using the hashtag elsewhere). The workshop concluded with some parallel discussion activities. You can view and contribute to the google docs from the link in this presentation and you can also see a link to the #Twalk toolkit. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/twalk-this-way-171219194727-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The workshop explored the outcomes of a global CPD activity around a common walk augmented by the structured use of social media (a #twalk) in which all participants acted as co-producers to study the topic of digital placemaking. During the workshop we ran a #minitwalk (search for the evidence using the hashtag elsewhere). The workshop concluded with some parallel discussion activities. You can view and contribute to the google docs from the link in this presentation and you can also see a link to the #Twalk toolkit.
#Twalk this way from Andrew Middleton
]]> 719 1 https://cdn.slidesharecdn.com/ss_thumbnails/twalk-this-way-171219194727-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 All or nothing: Building teaching team capacity to support the adoption of active learning /slideshow/all-or-nothing-building-teaching-team-capacity-to-support-the-adoption-of-active-learning/82372954 allornothing-upload-171120114129
Andrew Middleton and Helen Kay Learning Enhancement & Academic Development, Sheffield Hallam University The workshop explored how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants considered the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr & Tagg, 1995) is not a matter of individual excellence but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember & Kwan, 2000). To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak & Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods.]]>
Andrew Middleton and Helen Kay Learning Enhancement & Academic Development, Sheffield Hallam University The workshop explored how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants considered the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr & Tagg, 1995) is not a matter of individual excellence but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember & Kwan, 2000). To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak & Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods.]]> Mon, 20 Nov 2017 11:41:28 GMT /slideshow/all-or-nothing-building-teaching-team-capacity-to-support-the-adoption-of-active-learning/82372954 amiddlet50@slideshare.net(amiddlet50) All or nothing: Building teaching team capacity to support the adoption of active learning amiddlet50 Andrew Middleton and Helen Kay Learning Enhancement & Academic Development, Sheffield Hallam University The workshop explored how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants considered the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr & Tagg, 1995) is not a matter of individual excellence but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember & Kwan, 2000). To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak & Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/allornothing-upload-171120114129-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Andrew Middleton and Helen Kay Learning Enhancement &amp; Academic Development, Sheffield Hallam University The workshop explored how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants considered the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr &amp; Tagg, 1995) is not a matter of individual excellence but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember &amp; Kwan, 2000). To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak &amp; Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods.
All or nothing: Building teaching team capacity to support the adoption of active learning from Andrew Middleton
]]> 291 1 https://cdn.slidesharecdn.com/ss_thumbnails/allornothing-upload-171120114129-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Audio feedback design models and tips /slideshow/audio-feedback-design-models-and-tips/80459268 audiofeedbackdesignmodelsandtips-171004151411
These slides are part of the Audio Feedback Toolkit. You are free to use these resources. Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site.]]>
These slides are part of the Audio Feedback Toolkit. You are free to use these resources. Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site.]]> Wed, 04 Oct 2017 15:14:11 GMT /slideshow/audio-feedback-design-models-and-tips/80459268 amiddlet50@slideshare.net(amiddlet50) Audio feedback design models and tips amiddlet50 These slides are part of the Audio Feedback Toolkit. You are free to use these resources. Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/audiofeedbackdesignmodelsandtips-171004151411-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> These slides are part of the Audio Feedback Toolkit. You are free to use these resources. Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site.
Audio feedback design models and tips from Andrew Middleton
]]> 584 7 https://cdn.slidesharecdn.com/ss_thumbnails/audiofeedbackdesignmodelsandtips-171004151411-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Applied Learning Academic Interest Group July 2017 /slideshow/applied-learning-academic-interest-group-july-2017/78419007 al-aig-july17-170731160427
際際滷s used during the AIG meeting on 26th July outlining call for projects]]>
際際滷s used during the AIG meeting on 26th July outlining call for projects]]> Mon, 31 Jul 2017 16:04:27 GMT /slideshow/applied-learning-academic-interest-group-july-2017/78419007 amiddlet50@slideshare.net(amiddlet50) Applied Learning Academic Interest Group July 2017 amiddlet50 際際滷s used during the AIG meeting on 26th July outlining call for projects <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/al-aig-july17-170731160427-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s used during the AIG meeting on 26th July outlining call for projects
Applied Learning Academic Interest Group July 2017 from Andrew Middleton
]]> 192 3 https://cdn.slidesharecdn.com/ss_thumbnails/al-aig-july17-170731160427-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 CAFE(Consistently active, flexible and experiential) workshop /slideshow/cafeconsistently-active-flexible-and-experiential-workshop/78394964 cafeworkshop-170730212945
With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the Universitys Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space. The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning. The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the Universitys directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces. Using a pop-up Stand Up Classroom pedagogy, you will discover whiteboard learning through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect. Participants are invited to become Future Learning Spaces group members.]]>
With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the Universitys Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space. The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning. The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the Universitys directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces. Using a pop-up Stand Up Classroom pedagogy, you will discover whiteboard learning through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect. Participants are invited to become Future Learning Spaces group members.]]> Sun, 30 Jul 2017 21:29:45 GMT /slideshow/cafeconsistently-active-flexible-and-experiential-workshop/78394964 amiddlet50@slideshare.net(amiddlet50) CAFE(Consistently active, flexible and experiential) workshop amiddlet50 With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the Universitys Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space. The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning. The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the Universitys directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces. Using a pop-up Stand Up Classroom pedagogy, you will discover whiteboard learning through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect. Participants are invited to become Future Learning Spaces group members. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cafeworkshop-170730212945-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O&#39;Toole; Ciara O&#39;Hagan; Colin Beard Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the Universitys Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space. The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr &amp; Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning. The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the Universitys directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces. Using a pop-up Stand Up Classroom pedagogy, you will discover whiteboard learning through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect. Participants are invited to become Future Learning Spaces group members.
CAFE(Consistently active, flexible and experiential) workshop from Andrew Middleton
]]> 353 2 https://cdn.slidesharecdn.com/ss_thumbnails/cafeworkshop-170730212945-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Connecting the Curriculum with Civic Opportunities /slideshow/connecting-the-curriculum-with-civic-opportunities/78394884 connectingthecurriculumwithcivicopportunitiesv2-170730212328
Andrew Middleton, Charmaine Myers and Graham Holden This presentation introduces the Venture Matrix scheme at Sheffield Hallam University, which has proven the value of developing applied learning methods in co-operation with schools and local businesses for over 10 years. Its central role is to develop real-world experience in the curriculum by introducing course leaders to civic clients from schools and businesses in the region who can provide student groups with project briefs. Students address problems that matter by applying and developing their disciplinary knowledge and capabilities. It facilitates boundary crossing in which learning happens through a facilitation of mutually beneficial relationships. The Venture Matrix establishes a Third Space (Guti辿rrez et al., 1999) by developing strong ties between civic partners and university students. Business clients set learning problems for university students; students develop solutions; school pupils use the outcomes of student work. Each brings contextual factors that contribute to a rich immersive experience. We describe how this enhances learning and the development of student identities, and how it has inspired a large-scale integrated co-operative education model supporting student transition and success. Our question for participants is "Who owns learning the civic Third Space as the pupil becomes student and as the student becomes employer?" Reference Guti辿rrez, K. D., BaquedanoL坦pez, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733]]>
Andrew Middleton, Charmaine Myers and Graham Holden This presentation introduces the Venture Matrix scheme at Sheffield Hallam University, which has proven the value of developing applied learning methods in co-operation with schools and local businesses for over 10 years. Its central role is to develop real-world experience in the curriculum by introducing course leaders to civic clients from schools and businesses in the region who can provide student groups with project briefs. Students address problems that matter by applying and developing their disciplinary knowledge and capabilities. It facilitates boundary crossing in which learning happens through a facilitation of mutually beneficial relationships. The Venture Matrix establishes a Third Space (Guti辿rrez et al., 1999) by developing strong ties between civic partners and university students. Business clients set learning problems for university students; students develop solutions; school pupils use the outcomes of student work. Each brings contextual factors that contribute to a rich immersive experience. We describe how this enhances learning and the development of student identities, and how it has inspired a large-scale integrated co-operative education model supporting student transition and success. Our question for participants is "Who owns learning the civic Third Space as the pupil becomes student and as the student becomes employer?" Reference Guti辿rrez, K. D., BaquedanoL坦pez, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733]]> Sun, 30 Jul 2017 21:23:28 GMT /slideshow/connecting-the-curriculum-with-civic-opportunities/78394884 amiddlet50@slideshare.net(amiddlet50) Connecting the Curriculum with Civic Opportunities amiddlet50 Andrew Middleton, Charmaine Myers and Graham Holden This presentation introduces the Venture Matrix scheme at Sheffield Hallam University, which has proven the value of developing applied learning methods in co-operation with schools and local businesses for over 10 years. Its central role is to develop real-world experience in the curriculum by introducing course leaders to civic clients from schools and businesses in the region who can provide student groups with project briefs. Students address problems that matter by applying and developing their disciplinary knowledge and capabilities. It facilitates boundary crossing in which learning happens through a facilitation of mutually beneficial relationships. The Venture Matrix establishes a Third Space (Guti辿rrez et al., 1999) by developing strong ties between civic partners and university students. Business clients set learning problems for university students; students develop solutions; school pupils use the outcomes of student work. Each brings contextual factors that contribute to a rich immersive experience. We describe how this enhances learning and the development of student identities, and how it has inspired a large-scale integrated co-operative education model supporting student transition and success. Our question for participants is "Who owns learning the civic Third Space as the pupil becomes student and as the student becomes employer?" Reference Guti辿rrez, K. D., BaquedanoL坦pez, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/connectingthecurriculumwithcivicopportunitiesv2-170730212328-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Andrew Middleton, Charmaine Myers and Graham Holden This presentation introduces the Venture Matrix scheme at Sheffield Hallam University, which has proven the value of developing applied learning methods in co-operation with schools and local businesses for over 10 years. Its central role is to develop real-world experience in the curriculum by introducing course leaders to civic clients from schools and businesses in the region who can provide student groups with project briefs. Students address problems that matter by applying and developing their disciplinary knowledge and capabilities. It facilitates boundary crossing in which learning happens through a facilitation of mutually beneficial relationships. The Venture Matrix establishes a Third Space (Guti辿rrez et al., 1999) by developing strong ties between civic partners and university students. Business clients set learning problems for university students; students develop solutions; school pupils use the outcomes of student work. Each brings contextual factors that contribute to a rich immersive experience. We describe how this enhances learning and the development of student identities, and how it has inspired a large-scale integrated co-operative education model supporting student transition and success. Our question for participants is &quot;Who owns learning the civic Third Space as the pupil becomes student and as the student becomes employer?&quot; Reference Guti辿rrez, K. D., BaquedanoL坦pez, P., &amp; Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733
Connecting the Curriculum with Civic Opportunities from Andrew Middleton
]]> 121 2 https://cdn.slidesharecdn.com/ss_thumbnails/connectingthecurriculumwithcivicopportunitiesv2-170730212328-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Discovering Active Learning /slideshow/discovering-active-learning/78394796 discoveringactivelearning-170730211642
Invited workshop presentation on Active Learning from the University of Sheffield's #telfest, July 2017]]>
Invited workshop presentation on Active Learning from the University of Sheffield's #telfest, July 2017]]> Sun, 30 Jul 2017 21:16:41 GMT /slideshow/discovering-active-learning/78394796 amiddlet50@slideshare.net(amiddlet50) Discovering Active Learning amiddlet50 Invited workshop presentation on Active Learning from the University of Sheffield's #telfest, July 2017 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/discoveringactivelearning-170730211642-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Invited workshop presentation on Active Learning from the University of Sheffield&#39;s #telfest, July 2017
Discovering Active Learning from Andrew Middleton
]]> 262 4 https://cdn.slidesharecdn.com/ss_thumbnails/discoveringactivelearning-170730211642-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Sheffield Learning Spaces #Twalk /amiddlet50/the-sheffield-learning-spaces-twalk sheffieldlstwalk-170730205722
A Twalk is a walk with a tweetchat. This twalk was devised to support the UK Learning Spaces Special Interest Group's first meeting which took place in Sheffield on 28th July 2017. It to the theme of Crossing Boundaries and walk structured around a series of discussion topics relating to that theme.]]>
A Twalk is a walk with a tweetchat. This twalk was devised to support the UK Learning Spaces Special Interest Group's first meeting which took place in Sheffield on 28th July 2017. It to the theme of Crossing Boundaries and walk structured around a series of discussion topics relating to that theme.]]> Sun, 30 Jul 2017 20:57:22 GMT /amiddlet50/the-sheffield-learning-spaces-twalk amiddlet50@slideshare.net(amiddlet50) The Sheffield Learning Spaces #Twalk amiddlet50 A Twalk is a walk with a tweetchat. This twalk was devised to support the UK Learning Spaces Special Interest Group's first meeting which took place in Sheffield on 28th July 2017. It to the theme of Crossing Boundaries and walk structured around a series of discussion topics relating to that theme. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sheffieldlstwalk-170730205722-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A Twalk is a walk with a tweetchat. This twalk was devised to support the UK Learning Spaces Special Interest Group&#39;s first meeting which took place in Sheffield on 28th July 2017. It to the theme of Crossing Boundaries and walk structured around a series of discussion topics relating to that theme.
The Sheffield Learning Spaces #Twalk from Andrew Middleton
]]> 204 2 https://cdn.slidesharecdn.com/ss_thumbnails/sheffieldlstwalk-170730205722-thumbnail.jpg?width=120&height=120&fit=bounds document 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Spaces for Active Learning - our work 2017 /slideshow/spaces-for-active-learning-our-work-2017/78394408 activelearningspaceswork-170730204757
An outline of some of the areas of work we are undertaking at Sheffield Hallam around Future Learning Spaces. The work tends to fall into two areas: 1. student engagement and belonging 2. Student-centred active learning]]>
An outline of some of the areas of work we are undertaking at Sheffield Hallam around Future Learning Spaces. The work tends to fall into two areas: 1. student engagement and belonging 2. Student-centred active learning]]> Sun, 30 Jul 2017 20:47:57 GMT /slideshow/spaces-for-active-learning-our-work-2017/78394408 amiddlet50@slideshare.net(amiddlet50) Spaces for Active Learning - our work 2017 amiddlet50 An outline of some of the areas of work we are undertaking at Sheffield Hallam around Future Learning Spaces. The work tends to fall into two areas: 1. student engagement and belonging 2. Student-centred active learning <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/activelearningspaceswork-170730204757-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> An outline of some of the areas of work we are undertaking at Sheffield Hallam around Future Learning Spaces. The work tends to fall into two areas: 1. student engagement and belonging 2. Student-centred active learning
Spaces for Active Learning - our work 2017 from Andrew Middleton
]]> 80 2 https://cdn.slidesharecdn.com/ss_thumbnails/activelearningspaceswork-170730204757-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Visions of the revolution: How studio pedagogy reinvents the higher education learning space /amiddlet50/visions-of-the-revolution-how-studio-pedagogy-reinvents-the-higher-education-learning-space visionsoftherevolution-170730204257
The principles of a hybrid learning studio Remove hierarchy! Autonomous and Authentic Inductive knowledge through immersive experience Learning-centred Co-operative Real world challenge and purpose Neither formal nor informal Experiential and Experimental Polycontextual Hybrid Fluid and Adaptable Versatile Functional Personal and Social Identity and belonging Apprentice Communal and Networked learning Enterprising Private and Public-facing Peripheral and Stage-centred Makerspace and Immersive Thinking Space Laboratory Boundless Uncertain, original, and interpreted Open and Connected Showcase and demonstration Home Constant and constantly changing Movement and exchange Negotiation Navigation Sketching and drafting Portfolio and Performance Accommodating the Unknown Self-directed and Self-determined Active and productive Liminal and troublesome Digital and Corporeal Master-Apprentice Sch旦ns (1985; 1987) proposition.]]>
The principles of a hybrid learning studio Remove hierarchy! Autonomous and Authentic Inductive knowledge through immersive experience Learning-centred Co-operative Real world challenge and purpose Neither formal nor informal Experiential and Experimental Polycontextual Hybrid Fluid and Adaptable Versatile Functional Personal and Social Identity and belonging Apprentice Communal and Networked learning Enterprising Private and Public-facing Peripheral and Stage-centred Makerspace and Immersive Thinking Space Laboratory Boundless Uncertain, original, and interpreted Open and Connected Showcase and demonstration Home Constant and constantly changing Movement and exchange Negotiation Navigation Sketching and drafting Portfolio and Performance Accommodating the Unknown Self-directed and Self-determined Active and productive Liminal and troublesome Digital and Corporeal Master-Apprentice Sch旦ns (1985; 1987) proposition.]]> Sun, 30 Jul 2017 20:42:57 GMT /amiddlet50/visions-of-the-revolution-how-studio-pedagogy-reinvents-the-higher-education-learning-space amiddlet50@slideshare.net(amiddlet50) Visions of the revolution: How studio pedagogy reinvents the higher education learning space amiddlet50 The principles of a hybrid learning studio Remove hierarchy! Autonomous and Authentic Inductive knowledge through immersive experience Learning-centred Co-operative Real world challenge and purpose Neither formal nor informal Experiential and Experimental Polycontextual Hybrid Fluid and Adaptable Versatile Functional Personal and Social Identity and belonging Apprentice Communal and Networked learning Enterprising Private and Public-facing Peripheral and Stage-centred Makerspace and Immersive Thinking Space Laboratory Boundless Uncertain, original, and interpreted Open and Connected Showcase and demonstration Home Constant and constantly changing Movement and exchange Negotiation Navigation Sketching and drafting Portfolio and Performance Accommodating the Unknown Self-directed and Self-determined Active and productive Liminal and troublesome Digital and Corporeal Master-Apprentice Sch旦ns (1985; 1987) proposition. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/visionsoftherevolution-170730204257-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The principles of a hybrid learning studio Remove hierarchy! Autonomous and Authentic Inductive knowledge through immersive experience Learning-centred Co-operative Real world challenge and purpose Neither formal nor informal Experiential and Experimental Polycontextual Hybrid Fluid and Adaptable Versatile Functional Personal and Social Identity and belonging Apprentice Communal and Networked learning Enterprising Private and Public-facing Peripheral and Stage-centred Makerspace and Immersive Thinking Space Laboratory Boundless Uncertain, original, and interpreted Open and Connected Showcase and demonstration Home Constant and constantly changing Movement and exchange Negotiation Navigation Sketching and drafting Portfolio and Performance Accommodating the Unknown Self-directed and Self-determined Active and productive Liminal and troublesome Digital and Corporeal Master-Apprentice Sch旦ns (1985; 1987) proposition.
Visions of the revolution: How studio pedagogy reinvents the higher education learning space from Andrew Middleton
]]> 124 2 https://cdn.slidesharecdn.com/ss_thumbnails/visionsoftherevolution-170730204257-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Studio for All workshop cards /slideshow/studio-for-all-workshop-cards/78394221 apt2017-manifesto-cards-170730203147
These cards were produced for a workshop given at the APT 2017 learning and teaching conference, University of Greenwich. They are intended to stimulate thinking about active learning and co-production in any discipline. STUDIO FOR ALL "studio-based learning can serve as a way for all students to learn to participate in the cultural practices of their discipline".- Sch旦n (1985; 1987) This is a set of cards designed to stimulate discussion about a studio-based learning paradigm. (The approach is inspired by the Vorticists and the painting is by the Voticist artist Jessica Dismore. (Apologies - the font has not travelled well). Ideas are inspired by Ray Oldenburg's idea of Third Place, and Siemen's ideas about connectivism, Schon's work on studio space, and many others ]]>
These cards were produced for a workshop given at the APT 2017 learning and teaching conference, University of Greenwich. They are intended to stimulate thinking about active learning and co-production in any discipline. STUDIO FOR ALL "studio-based learning can serve as a way for all students to learn to participate in the cultural practices of their discipline".- Sch旦n (1985; 1987) This is a set of cards designed to stimulate discussion about a studio-based learning paradigm. (The approach is inspired by the Vorticists and the painting is by the Voticist artist Jessica Dismore. (Apologies - the font has not travelled well). Ideas are inspired by Ray Oldenburg's idea of Third Place, and Siemen's ideas about connectivism, Schon's work on studio space, and many others ]]> Sun, 30 Jul 2017 20:31:47 GMT /slideshow/studio-for-all-workshop-cards/78394221 amiddlet50@slideshare.net(amiddlet50) Studio for All workshop cards amiddlet50 These cards were produced for a workshop given at the APT 2017 learning and teaching conference, University of Greenwich. They are intended to stimulate thinking about active learning and co-production in any discipline. STUDIO FOR ALL "studio-based learning can serve as a way for all students to learn to participate in the cultural practices of their discipline".- Sch旦n (1985; 1987) This is a set of cards designed to stimulate discussion about a studio-based learning paradigm. (The approach is inspired by the Vorticists and the painting is by the Voticist artist Jessica Dismore. (Apologies - the font has not travelled well). Ideas are inspired by Ray Oldenburg's idea of Third Place, and Siemen's ideas about connectivism, Schon's work on studio space, and many others <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/apt2017-manifesto-cards-170730203147-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> These cards were produced for a workshop given at the APT 2017 learning and teaching conference, University of Greenwich. They are intended to stimulate thinking about active learning and co-production in any discipline. STUDIO FOR ALL &quot;studio-based learning can serve as a way for all students to learn to participate in the cultural practices of their discipline&quot;.- Sch旦n (1985; 1987) This is a set of cards designed to stimulate discussion about a studio-based learning paradigm. (The approach is inspired by the Vorticists and the painting is by the Voticist artist Jessica Dismore. (Apologies - the font has not travelled well). Ideas are inspired by Ray Oldenburg&#39;s idea of Third Place, and Siemen&#39;s ideas about connectivism, Schon&#39;s work on studio space, and many others
Studio for All workshop cards from Andrew Middleton
]]> 57 2 https://cdn.slidesharecdn.com/ss_thumbnails/apt2017-manifesto-cards-170730203147-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 ePortfolios - a space to make connections /slideshow/eportfolios-in-professional-development/72205927 eportfoliosinprofessionaldevelopment-170216001603
The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.]]>
The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.]]> Thu, 16 Feb 2017 00:16:02 GMT /slideshow/eportfolios-in-professional-development/72205927 amiddlet50@slideshare.net(amiddlet50) ePortfolios - a space to make connections amiddlet50 The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eportfoliosinprofessionaldevelopment-170216001603-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand &#39;portfolio space&#39;. The context is academic CPD as a connectivist and generative learning space.
ePortfolios - a space to make connections from Andrew Middleton
]]> 968 4 https://cdn.slidesharecdn.com/ss_thumbnails/eportfoliosinprofessionaldevelopment-170216001603-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 In between-dominant-learning-spaces /slideshow/in-betweendominantlearningspaces/70214797 in-between-dominant-learning-spaces-161216192611
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.]]>
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.]]> Fri, 16 Dec 2016 19:26:11 GMT /slideshow/in-betweendominantlearningspaces/70214797 amiddlet50@slideshare.net(amiddlet50) In between-dominant-learning-spaces amiddlet50 Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/in-between-dominant-learning-spaces-161216192611-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Some slides put together to support a twitter conversation - hence, they&#39;re not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
In between-dominant-learning-spaces from Andrew Middleton
]]> 169 3 https://cdn.slidesharecdn.com/ss_thumbnails/in-between-dominant-learning-spaces-161216192611-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 From conundrum to collaboration, conversation to connection: using networks to innovate /slideshow/from-conundrum-to-collaboration-conversation-to-connection-using-networks-to-innovate/69300177 amsmg041116seda-161119165724
Workshop for SEDA 2016 We know that networks play an important role in academic life (Moron-Garcia, 2013) especially when dealing with the unhomeliness (Manathunga, 2007) of life as an academic developer, working across disciplinary and professional borders. This workshop will showcase an ongoing learning space collaboration that started over a casual conversation at a network meeting sharing conundrums and developed into a wider conversation across two institutions at different stages of learning space development. Between us, we will reflect on the power of conversation (Barrett et al., 2004), practices learnt and shared and highlight the importance of building inter-professional networks within and across institutions in order to inform and guide change (Pennington, 2003). As leaders in the academy academic developers are often given the tricky institutional conundrums to solve, however the delights of our role are the opportunities to build those networks, drawing on the generosity of our various communities enabling us to ask the awkward questions (Cousin, 2013) and answer them together working as a critical friend in the academy (Handal, 2008). The activity will allow us to draw on our experiences of engaging in conversations for innovation. We will reflect how our motivations and purposes are different and will change throughout a collaboration, and how we sustain or conclude our work. A number of questions will be addressed with the aim of developing further collaborations among participants, sharing knowledge and establishing that you dont need to know what you need to know before starting the conversation: How do you ask for help? Who do you ask for help? How do you build networks within and between institutions?]]>
Workshop for SEDA 2016 We know that networks play an important role in academic life (Moron-Garcia, 2013) especially when dealing with the unhomeliness (Manathunga, 2007) of life as an academic developer, working across disciplinary and professional borders. This workshop will showcase an ongoing learning space collaboration that started over a casual conversation at a network meeting sharing conundrums and developed into a wider conversation across two institutions at different stages of learning space development. Between us, we will reflect on the power of conversation (Barrett et al., 2004), practices learnt and shared and highlight the importance of building inter-professional networks within and across institutions in order to inform and guide change (Pennington, 2003). As leaders in the academy academic developers are often given the tricky institutional conundrums to solve, however the delights of our role are the opportunities to build those networks, drawing on the generosity of our various communities enabling us to ask the awkward questions (Cousin, 2013) and answer them together working as a critical friend in the academy (Handal, 2008). The activity will allow us to draw on our experiences of engaging in conversations for innovation. We will reflect how our motivations and purposes are different and will change throughout a collaboration, and how we sustain or conclude our work. A number of questions will be addressed with the aim of developing further collaborations among participants, sharing knowledge and establishing that you dont need to know what you need to know before starting the conversation: How do you ask for help? Who do you ask for help? How do you build networks within and between institutions?]]> Sat, 19 Nov 2016 16:57:24 GMT /slideshow/from-conundrum-to-collaboration-conversation-to-connection-using-networks-to-innovate/69300177 amiddlet50@slideshare.net(amiddlet50) From conundrum to collaboration, conversation to connection: using networks to innovate amiddlet50 Workshop for SEDA 2016 We know that networks play an important role in academic life (Moron-Garcia, 2013) especially when dealing with the unhomeliness (Manathunga, 2007) of life as an academic developer, working across disciplinary and professional borders. This workshop will showcase an ongoing learning space collaboration that started over a casual conversation at a network meeting sharing conundrums and developed into a wider conversation across two institutions at different stages of learning space development. Between us, we will reflect on the power of conversation (Barrett et al., 2004), practices learnt and shared and highlight the importance of building inter-professional networks within and across institutions in order to inform and guide change (Pennington, 2003). As leaders in the academy academic developers are often given the tricky institutional conundrums to solve, however the delights of our role are the opportunities to build those networks, drawing on the generosity of our various communities enabling us to ask the awkward questions (Cousin, 2013) and answer them together working as a critical friend in the academy (Handal, 2008). The activity will allow us to draw on our experiences of engaging in conversations for innovation. We will reflect how our motivations and purposes are different and will change throughout a collaboration, and how we sustain or conclude our work. A number of questions will be addressed with the aim of developing further collaborations among participants, sharing knowledge and establishing that you dont need to know what you need to know before starting the conversation: How do you ask for help? Who do you ask for help? How do you build networks within and between institutions? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/amsmg041116seda-161119165724-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Workshop for SEDA 2016 We know that networks play an important role in academic life (Moron-Garcia, 2013) especially when dealing with the unhomeliness (Manathunga, 2007) of life as an academic developer, working across disciplinary and professional borders. This workshop will showcase an ongoing learning space collaboration that started over a casual conversation at a network meeting sharing conundrums and developed into a wider conversation across two institutions at different stages of learning space development. Between us, we will reflect on the power of conversation (Barrett et al., 2004), practices learnt and shared and highlight the importance of building inter-professional networks within and across institutions in order to inform and guide change (Pennington, 2003). As leaders in the academy academic developers are often given the tricky institutional conundrums to solve, however the delights of our role are the opportunities to build those networks, drawing on the generosity of our various communities enabling us to ask the awkward questions (Cousin, 2013) and answer them together working as a critical friend in the academy (Handal, 2008). The activity will allow us to draw on our experiences of engaging in conversations for innovation. We will reflect how our motivations and purposes are different and will change throughout a collaboration, and how we sustain or conclude our work. A number of questions will be addressed with the aim of developing further collaborations among participants, sharing knowledge and establishing that you dont need to know what you need to know before starting the conversation: How do you ask for help? Who do you ask for help? How do you build networks within and between institutions?
From conundrum to collaboration, conversation to connection: using networks to innovate from Andrew Middleton
]]> 158 2 https://cdn.slidesharecdn.com/ss_thumbnails/amsmg041116seda-161119165724-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Producing learning scenarios /slideshow/producing-learning-scenarios/67006791 producing-learning-scenarios-161011130621
Scenarios are useful tools for active learning pedagogies. These slides describe what is involved.]]>
Scenarios are useful tools for active learning pedagogies. These slides describe what is involved.]]> Tue, 11 Oct 2016 13:06:20 GMT /slideshow/producing-learning-scenarios/67006791 amiddlet50@slideshare.net(amiddlet50) Producing learning scenarios amiddlet50 Scenarios are useful tools for active learning pedagogies. These slides describe what is involved. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/producing-learning-scenarios-161011130621-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Scenarios are useful tools for active learning pedagogies. These slides describe what is involved.
Producing learning scenarios from Andrew Middleton
]]> 308 3 https://cdn.slidesharecdn.com/ss_thumbnails/producing-learning-scenarios-161011130621-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 We are digital! /slideshow/we-are-digital-65868955/65868955 wearedigital2-160909172819
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm. The implications are staff and students need to learning the literacies of this connectivist learning environment.]]>
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm. The implications are staff and students need to learning the literacies of this connectivist learning environment.]]> Fri, 09 Sep 2016 17:28:19 GMT /slideshow/we-are-digital-65868955/65868955 amiddlet50@slideshare.net(amiddlet50) We are digital! amiddlet50 In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm. The implications are staff and students need to learning the literacies of this connectivist learning environment. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/wearedigital2-160909172819-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In this keynote for Anglia Ruskin University&#39;s Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm. The implications are staff and students need to learning the literacies of this connectivist learning environment.
We are digital! from Andrew Middleton
]]> 707 4 https://cdn.slidesharecdn.com/ss_thumbnails/wearedigital2-160909172819-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Learning Space Design Principles & Indicators /slideshow/learning-space-design-principles-indicators/63778471 learningspacedesignprinciplesindicators-160706134906
Design principles as the basis for conversations for multiple learning space stakeholders]]>
Design principles as the basis for conversations for multiple learning space stakeholders]]> Wed, 06 Jul 2016 13:49:06 GMT /slideshow/learning-space-design-principles-indicators/63778471 amiddlet50@slideshare.net(amiddlet50) Learning Space Design Principles & Indicators amiddlet50 Design principles as the basis for conversations for multiple learning space stakeholders <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/learningspacedesignprinciplesindicators-160706134906-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Design principles as the basis for conversations for multiple learning space stakeholders
Learning Space Design Principles & Indicators from Andrew Middleton
]]> 593 7 https://cdn.slidesharecdn.com/ss_thumbnails/learningspacedesignprinciplesindicators-160706134906-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Transforming the Learning Space - Can Principles & Criteria Help? /amiddlet50/transforming-the-learning-space-can-principles-criteria-help transformingthelearningspace-principlescriteria-160706134515
Presentation given at the Staffordshire University Teachmeet event, June 2016 with Sinead O'Toole]]>
Presentation given at the Staffordshire University Teachmeet event, June 2016 with Sinead O'Toole]]> Wed, 06 Jul 2016 13:45:15 GMT /amiddlet50/transforming-the-learning-space-can-principles-criteria-help amiddlet50@slideshare.net(amiddlet50) Transforming the Learning Space - Can Principles & Criteria Help? amiddlet50 Presentation given at the Staffordshire University Teachmeet event, June 2016 with Sinead O'Toole <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/transformingthelearningspace-principlescriteria-160706134515-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation given at the Staffordshire University Teachmeet event, June 2016 with Sinead O&#39;Toole
Transforming the Learning Space - Can Principles & Criteria Help? from Andrew Middleton
]]> 600 5 https://cdn.slidesharecdn.com/ss_thumbnails/transformingthelearningspace-principlescriteria-160706134515-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-amiddlet50-48x48.jpg?cb=1618585748 Andrew is a National Teaching Fellow (2017) and Senior Fellow of the HEA. He has 22 years of experience in higher education. In his university role, he leads academic development and curriculum innovation drawing upon his wide experience and deep knowledge of learning, teaching, assessment and employability. His strategy has been to establish specialist teaching enhancement networks for promoting innovation through the co-production of knowledge (Teaching Essentials). Some of his successes include: re-establishing the Universitys annual Learning & Teaching Conference; establishing an inter-directorate and faculty Future Learning Spaces strategy and operations group. He has led research a... http://melsig.shu.ac.uk/ https://cdn.slidesharecdn.com/ss_thumbnails/easy-to-adaptapproachestocreatinginformallearningzones-180425150415-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/easytoadapt-approaches-to-creating-informal-learning-zones/94996891 Easy-to-adapt approach... https://cdn.slidesharecdn.com/ss_thumbnails/twalk-this-way-180109232425-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/twalk-this-way-85940036/85940036 Twalk this way https://cdn.slidesharecdn.com/ss_thumbnails/twalk-this-way-171219194727-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/twalk-this-way/84481783 #Twalk this way