#UOGAPT workshop, July 2016
#APT16 workshop - containing the outputs of the workshop on the last two slides
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop,
introduced the problem of learning binaries
introduced the concepts of in-between space in relation to hybrid learning, and liminality
generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
concluded by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
CIDER presentation by Glenn Groulx on September 9, 2009. This presentation discussed a number of recent case studies, contrast examples of private and public edublogs, and explore issues such as learner and instructor roles and responsibilities, learner choices, ethical considerations, learning goals, instructional strategies and activities, and assessment methods. A comparative analysis was made between private, autonomous, anonymous, embedded, networked, and liminal edublogs. The following metaphors were used to describe these edublogging environments: incubator, launch pad, sandbox, stage or persona, therapeutic or cathartic, sharing space, rhizome, learning feast, arena, guerrilla war zone, network of practice, slow edublogging and transformational edublogging.
This presentation is an introduction to semiotics as a basis for teaching English as a Foreign Language (TEFL). It makes a case for semiotics as a inter-cultural language learning theory. Main theorists in the field are explained and a connection to the mechanics of English teaching is made.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
CIDER presentation by Glenn Groulx on September 9, 2009. This presentation discussed a number of recent case studies, contrast examples of private and public edublogs, and explore issues such as learner and instructor roles and responsibilities, learner choices, ethical considerations, learning goals, instructional strategies and activities, and assessment methods. A comparative analysis was made between private, autonomous, anonymous, embedded, networked, and liminal edublogs. The following metaphors were used to describe these edublogging environments: incubator, launch pad, sandbox, stage or persona, therapeutic or cathartic, sharing space, rhizome, learning feast, arena, guerrilla war zone, network of practice, slow edublogging and transformational edublogging.
This presentation is an introduction to semiotics as a basis for teaching English as a Foreign Language (TEFL). It makes a case for semiotics as a inter-cultural language learning theory. Main theorists in the field are explained and a connection to the mechanics of English teaching is made.
Traditional UX approaches are based on problem finding and solving. The focus on dysfunctions contributes to sapped morale, political games and decision paralysis in multidisciplinary teams. Positive design is an alternative strength-based method which promotes positive change and innovation through human-centric cooperation and collaboration across organisational boundaries.
10-Minutes talk presented at the UX Australia 2012 Conference, on Friday 31 August 2012.
referenciaimovel.com.br Casa em Itaipuaçu Cod 197Referenciaimovel
Ótima casa com 2 quartos, sala, cozinha ampla, banheiro social, área de serviço, garagem coberta, varanda e quintal com árvores frutíferas. O terreno tem 440 m² e a casa fica de frente para o asfalto. A casa fica próximo à praia e passa condução na porta, inclusive para Niterói e Rio de Janeiro.
PAGAMENTO SOMENTE À VISTA!
Enabling community and patient centred care, pop up uni, 11am, 3 september 2015NHS England
Expo is the most significant annual health and social care event in the calendar, uniting more NHS and care leaders, commissioners, clinicians, voluntary sector partners, innovators and media than any other health and care event.
Expo 15 returned to Manchester and was hosted once again by NHS England. Around 5000 people a day from health and care, the voluntary sector, local government, and industry joined together at Manchester Central Convention Centre for two packed days of speakers, workshops, exhibitions and professional development.
This year, Expo was more relevant and engaging than ever before, happening within the first 100 days of the new Government, and almost 12 months after the publication of the NHS Five Year Forward View. It was also a great opportunity to check on and learn from the progress of Greater Manchester as the area prepares to take over a £6 billion devolved health and social care budget, pledging to integrate hospital, community, primary and social care and vastly improve health and well-being.
More information is available online: www.expo.nhs.uk
Algumas vezes você se sente desmotivado para tocar o seu negócio? Conheça a vida de grandes vendedores que viraram empreendedores!
É sempre bom se espelhar em alguém, buscar modelos para seguir. E no mundo dos negócios, há vários empreendedores cuja história poderá inspirar e servir de motivação em sua jornada. Que tal conferir alguns deles? Continue com a leitura e veja o que preparamos para você na apresentação!
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.
Finding new spaces through media enhanced learningAndrew Middleton
To accompany the presentation at the University of Huddersfield, 7th September 2015
This paper explains what media-enhanced learning is and how it disrupts existing, overly simple, dichotomies and media, space and learning.
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
The University is committed to developing its understanding of learning spaces fit for the future. But what spaces are we talking about and what do we understand learning to mean? This short presentation will ask us to consider learning, what it means and what it looks like by using Hamilton’s (2000) idea of vernacular literacies as a way to value what Cross (2007) referred to as natural informal learning. We will compare ideas about liminality, translocation and Third Space with notions of the dominant, formal, institutional space. In amongst these ideas of space, learning and literacies, we will examine interstitiality and the lived connections found and made by students as they experience learning through their course.
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
Traditional UX approaches are based on problem finding and solving. The focus on dysfunctions contributes to sapped morale, political games and decision paralysis in multidisciplinary teams. Positive design is an alternative strength-based method which promotes positive change and innovation through human-centric cooperation and collaboration across organisational boundaries.
10-Minutes talk presented at the UX Australia 2012 Conference, on Friday 31 August 2012.
referenciaimovel.com.br Casa em Itaipuaçu Cod 197Referenciaimovel
Ótima casa com 2 quartos, sala, cozinha ampla, banheiro social, área de serviço, garagem coberta, varanda e quintal com árvores frutíferas. O terreno tem 440 m² e a casa fica de frente para o asfalto. A casa fica próximo à praia e passa condução na porta, inclusive para Niterói e Rio de Janeiro.
PAGAMENTO SOMENTE À VISTA!
Enabling community and patient centred care, pop up uni, 11am, 3 september 2015NHS England
Expo is the most significant annual health and social care event in the calendar, uniting more NHS and care leaders, commissioners, clinicians, voluntary sector partners, innovators and media than any other health and care event.
Expo 15 returned to Manchester and was hosted once again by NHS England. Around 5000 people a day from health and care, the voluntary sector, local government, and industry joined together at Manchester Central Convention Centre for two packed days of speakers, workshops, exhibitions and professional development.
This year, Expo was more relevant and engaging than ever before, happening within the first 100 days of the new Government, and almost 12 months after the publication of the NHS Five Year Forward View. It was also a great opportunity to check on and learn from the progress of Greater Manchester as the area prepares to take over a £6 billion devolved health and social care budget, pledging to integrate hospital, community, primary and social care and vastly improve health and well-being.
More information is available online: www.expo.nhs.uk
Algumas vezes você se sente desmotivado para tocar o seu negócio? Conheça a vida de grandes vendedores que viraram empreendedores!
É sempre bom se espelhar em alguém, buscar modelos para seguir. E no mundo dos negócios, há vários empreendedores cuja história poderá inspirar e servir de motivação em sua jornada. Que tal conferir alguns deles? Continue com a leitura e veja o que preparamos para você na apresentação!
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.
Finding new spaces through media enhanced learningAndrew Middleton
To accompany the presentation at the University of Huddersfield, 7th September 2015
This paper explains what media-enhanced learning is and how it disrupts existing, overly simple, dichotomies and media, space and learning.
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
The University is committed to developing its understanding of learning spaces fit for the future. But what spaces are we talking about and what do we understand learning to mean? This short presentation will ask us to consider learning, what it means and what it looks like by using Hamilton’s (2000) idea of vernacular literacies as a way to value what Cross (2007) referred to as natural informal learning. We will compare ideas about liminality, translocation and Third Space with notions of the dominant, formal, institutional space. In amongst these ideas of space, learning and literacies, we will examine interstitiality and the lived connections found and made by students as they experience learning through their course.
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
Easy-to-adapt approaches to creating informal learning zonesAndrew Middleton
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.
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.
All or nothing: Building teaching team capacity to support the adoption of ac...Andrew Middleton
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.
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.
CAFE(Consistently active, flexible and experiential) workshopAndrew Middleton
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 University’s 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 University’s 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.
Connecting the Curriculum with Civic OpportunitiesAndrew Middleton
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 (Gutiérrez 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
Gutiérrez, K. D., Baquedano‐López, 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
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.
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
Visions of the revolution: How studio pedagogy reinvents the higher education...Andrew Middleton
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
Schön’s (1985; 1987) proposition.
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".- Schön (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
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.
From conundrum to collaboration, conversation to connection: using networks t...Andrew Middleton
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 don’t 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?
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.
Finding the open in the in-between: changing culture and space in higher educ...Andrew Middleton
Andrew Middleton and Kathrine Jensen,
#OER16 presentation
This paper reports on the proposition that "the richest space of all is the in-between space" and connects thinking on liminality (Shortt, 2015), hybridity (Goodwin, Kennedy & Vetere, 2009), Third Space (Bhabha, 2004), and non-formal learning (Eraut, 2000). The challenge of the open is cultural. Ultimately learning happens how and where the learner decides, epitomising the notion of 'remix' (Wiley, 2014) and the other '4Rs' that frame open education. We draw upon a series of self-determined non-formal initiatives that critically examine and seek to develop the relationship between binaries such as formal and informal, teacher and learner, physical and virtual, open and closed to reveal a liminal learner-centred world. Here the learner is already open and is faced with constraints that are remnants of a previous academic tradition. We demonstrate the inadequacy of binaries and polarities in the way we, as academics and as higher education institutions, talk about how students learn and teachers teach, and we make strong connections to the rhetoric and principles of open learning.ReferencesBhabha, H. (2004). The location of culture. New York: Routledge.Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 - 136.Goodwin, K., Kennedy, G., & Vetere, F. (2009). Exploring co-location in physical, virtual and ‘hybrid’ spaces or the support of informal learning. ASCILITE 2009 "Sa,ed places, different spaces", Auckland Harriet Shortt (2015) Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, April 2015, 68(4), pp. 633-658Wiley, D. (2014) ‘The Access Compromise and the 5th R’. [online] Available at:http://opencontent.org/blog/archives/3221.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
In-between dominant learning spaces: a gap in our thinking about interstitiality and learning
1. In-between dominant
learning spaces
a gap in our thinking about interstitiality and learning
APT 2016 - Mind the Gap
50 minute workshop, July 2016
Andrew Middleton
Head of Academic Practice & Learning Innovation, Sheffield Hallam University
@andrewmid
2. Introduction
Seeing space differently
Aim and objective
We will prove that technology and media can disrupt
instrumental thinking about the learning space
We will,
Generate stories to discover new spaces for new ideas of
learning
Envision learning in the digital-social age and what this means
for learning space and place
3. Introduction
Challenge: Push discourse beyond 'space as a technology'
Context
Co-ordinating the University’s Furture Learning Spaces agenda
Tendency to focus on or gravitate towards the technological and
operational (i.e. space, devices, VLEs, social media)…
Not the experience of learning
Danger: Who is looking after ‘Learning’, ‘Becoming’ and
‘Belonging’?
Learning between dominant moments
Let’s look at roles involved in developing learning spaces….
4. Who's involved and how do they think?
Who is looking after learning?
The urgent matter of
overcoming
organisational
complexity to get on the
same page by finding a
common language
Student
body
Catering
Managers
& other
important
people
Educational
Developers Estates
TimetablingInstitutional
Leaders
IT
Learning
Technologists
Library
Students
Union
Academics
Suppliers
and
Architects
?
Researchers
If we talk about learning what do people understand by that?
BTW - We will spend £millions on learning spaces without really understanding their value!
5. Binaries
Guess the binary
Fill in the blank
Teaching and…
Physical and…
Passive and…
Formal and…
Synchronous and…
How useful are these binaries in understanding learning and space?
Change the ‘and’ for an ‘or’
6. Common binaries
Physical Virtual
Borderland spaces of becoming
Social
Independent
Teach
Learn
Asynchronous
Synchronous
Open
Closed
Informal
Formal
Provided
Active
Passive
Public
Private
Dominant
Liminal
Hill, J., Thomas, G., Diaz, A. and
Simm, D. (2015) Borderland spaces
for learning partnership:
Opportunities, benefits and
challenges. Journal of Geography in
Higher Education. ISSN 0309-8265
“Borderland spaces are
permissive spaces,
allowing genuine
dialogue to take place
and offering
opportunities for co-
inquiry and reflection
between students and
faculty (Lodge, 2005). “
Third Space
“the necessity of thinking beyond
initial categories and initiatory
subjects and focusing on those
interstitial moments or processes that
are produced in the articulation of
‘differences’
- Bhabha (1994, p. 269)
7. Open
Closed
Informal
Formal
Dominant
Liminal
Hill, J., Thomas, G., Diaz, A. and
Simm, D. (2015) Borderland spaces
for learning partnership:
Opportunities, benefits and
challenges. Journal of Geography in
Higher Education. ISSN 0309-8265
“Borderland spaces are
permissive spaces,
allowing genuine
dialogue to take place
and offering
opportunities for co-
inquiry and reflection
between students and
faculty (Lodge, 2005).”
learning in the
rich spaces
in-between
binaries
Between binariesBorderland spaces of becoming
Physical Virtual
8. Lefebvre's Spatial Triad
Seeing space differently
Representational space
Space as it is perceived - ideas, imagination,
theory and vision
Representations of space
Space as it is conceived and
intended
Through signifiers such as maps,
plans, models, and designs
Space is a product of
the,
• Perceived
• Conceived and the
• Lived
Space +
Time
Representations of space
Spatial practice
of a society
daily routine and reality
as lived and evidenced
9. Finding the In-between space
Valuing the private, social, apparently inconsequential and the neglected space
In-Between Space
“Lifts, doorways, stairwells, toilets and cupboards
– these are the spaces that have been neglected
in our examination of work space, yet these are
spaces that are used and experienced most days
in most organizations – these spaces are
everywhere” (Shortt, 2014, p. 2).
Oldenburg (1989)
Gutiérrez et al. (1999)
Turner (1969)
Stommel (2012)
10. = Digital= Non-Digital
formal interstice non-formal
‘bridging’ or connecting
experience of learning across
formal/non-formal spaces
Bridging the interstitial experience
Finding the digital
formal interstice non-formal
Connectivist hybrid classroom
Dominant
Spaces
applying digital learning e.g. tweetchat
11. The Interstitial
Valuing the private, social, apparently inconsequential and the neglected space at the intersection of other spaces
The Digital In-Between Space
the glance at the phone, email or calendar
the Facebook moment,
the tweet you view, send or retweet
the like or retweet of your message while you were away
the note you make with your camera
the connection you spot in the digital or physical space
the connection you make…
Interstitial
an intervening space
or action
apparently less consequential
small space or interval
temporal or spatial
a moment
an interface
a breather
reflection
The Digital Interstitial
13. Storytime: Where do you learn? Share stories in which personal and portable digital technologies and media play a
pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
Discuss where you learn best, or where you have to learn out of necessity
Make some notes about spaces or places and for each one identify important characteristics
14. The Digital Hybrid Learning Space – a Manifesto!
You need to convince managers to rethink the digital learning strategy…
A Manifesto for Future Learning Spaces - how we communicate ideas about Digital
Learning spaces to institutional colleagues with non-learning roles.
We discussed:
• Learning happens in and out of the classroom and the design of all provided learning
space needs to address diversity and complexity as a design problem.
• Learning is:
• directed, self-directed, self-determined and sometimes uncertain
• deliberative and planned, reactive and spontaneous, and implicit and tacit
• lifewide and diverse, taking different forms, at different times, in different places, for
different people
• often serendipitous
• flexible and generative, rather than prescribed or assigned
• (Continues on the next page)
15. The Digital Hybrid Learning Space – a Manifesto!
You need to convince managers to rethink the digital learning strategy…
A Manifesto for Future Learning Spaces - how we communicate ideas about Digital
Learning spaces to institutional colleagues with non-learning roles. (continued):
• Learning can be inhibited by being overly constrained
• Learning happens and can be stimulated by moving between spaces and in adjacency to
spaces of different designations
• Learning happens at different paces and in different places in self-designated spaces
• Learning can be enhanced by connection to meaningful external authentic contexts,
including virtual, professional and real world contexts
• Learning often happens alongside 'knowledgeable others' in open and easily accessible
physical and digital spaces
• Access to learning space needs to flexibly account for time constraints and other
commitments of students and staff wherever they are in the world
• Learning spaces are eclectic where assessment practices promote curiosity and
personalised learning
• Deep learning never takes place in designated space – learning is personal!
Editor's Notes
In-between dominant learning spaces: a gap in our thinking about interstitiality and learning
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. It will,
introduce the problem of learning binaries (10 minutes)
introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes)
generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space (25 minutes)
conclude by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
Participants will co-produce stories and discover new spaces for new ideas of learning.
There is a gulf between views that perpetuate outmoded forms of higher education and our future aspirations for learning in hybrid, connective spaces. We need to overcome resistance to, and fear of, the transformed learning space and relinquish the persistent realities of yesterday’s structures and cultures. We need to embrace transformative thinking based on what we know about people, learning, space and today’s digital technologies.
Binaries are often used to describe higher education learning, which are convenient but mostly meaningless: physical-virtual, formal-informal, teaching-learning, private-public, and others. In this workshop we will explore learning binaries and reveal them to be barriers to understanding deep, rich and hidden learning continua with which we can transform learning.
A key idea behind liminality is the ritual of passing from one state to another (Turner, 1969). As we examine and break down learning binaries we will identify ritual transition points which can be used to challenge, inspire or shift the learner from dependent directed learner to independent, autonomous and self-determined learner. However, we will also consider ideas like translocation, displacement and alienation in order to understand the learner’s sense of being lost or out of sight in-between conceptions of dominant learning spaces. We will reflect on the role of the digital in facilitating transition through the learning space.
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
APT 16 Greenwich
50 minute workshop
Theme:
Differences between views: addressing the challenges and unintended consequences we risk in advocating institutional change, overcoming resistance and fear; tackling institutional structures and cultures that sit at odds with the aspirations and realities of teaching and learning today
Give a clear description (400 words) that includes:
The relevance of the topic to your chosen conference theme(s)
The importance of the topic to academic practice and technology
Reference to appropriate theory, research and/or practice
For a practical session, the learning outcomes for participants and proposed activities including approximate timings
https://showtime.gre.ac.uk/index.php/ecentre/apt2016/schedConf/index
Tuesday 5 July, 2016
Greenwich Maritime Campus
The 14th annual Academic Practice and Technology (APT) Conference will take place on Tuesday July 5th 2016.
"Mind the gap: changing institution practice: APT in the post-digital age"will focus attention on the ‘gaps’, real or perceived, in the contemporary educational landscape: e.g. between technology and teaching, learning and assessment, staff developers and staff practitioners, students’ expectations and achievement, and individual aspirations and institutional realities.
‘Mind the gap’ is most commonly a warning to beware of the abyss between train and platform. This year it is also the rallying cry for the APT conference. On one hand, the word ‘gap’ may evoke a sense of deficit, an exploration of missing pieces; on the other, it invites an alertness to opportunity, the potential to capitalise on innovations which might have already demonstrated their worth elsewhere.
APT 2016 will focus attention on the ‘gaps’, real or perceived, in the contemporary educational landscape: e.g. between technology and teaching, learning and assessment, staff developers and staff practitioners, students’ expectations and achievement, and individual aspirations and institutional realities.
We invite you to explore the role of academic practice and technology in identifying, avoiding, reducing or even exploiting such gaps; to share how you are ‘minding the gap’ yourself; to debate the impact of widening and narrowing gaps on teaching and learning; and to creatively address the tensions arising from them.
As always, the conference will provide an exciting opportunity to network with colleagues from the UK and abroad at the historic Maritime Greenwich campus, a World Heritage site.
Conference themes
APT 2016 seeks papers, proposals for innovative workshops and lightning talks that interpret the metaphor of a ‘gap’ in one of the more of these ways:
The digital divide: seeking ways to improve digital literacy and professional capability so that practitioners, students and institutions can make effective use of technology in academic practice and bridge the gap between expectations and aspirations in a changing educational environment; scaling innovation across disciplines and contexts.
Shifting boundaries: exploring how cross-institutional and cross-cultural approaches, and inter-disciplinarity and trans-disciplinarity can create new and challenging opportunities for learning; challenges to the status quo.
Opportunities: promoting practices, examples, case studies and innovations that have the potential to effect change and enhance staff-student relationships and/or link academia with employers; alumni and professional communities; to develop and deliver innovative technology-enhanced curricula, using technology to change the debate or find new ways to do teaching and learning; to connect and collaborate; to improve links with industry.
Differences between views: addressing the challenges and unintended consequences we risk in advocating institutional change, overcoming resistance and fear; tackling institutional structures and cultures that sit at odds with the aspirations and realities of teaching and learning today
Hiatus: engaging in critical reflection, evaluation, analytics and research to fill the gaps in our knowledge and understand better the role and impact of technology in academic practice and policy.
We also welcome papers on other themes that explore academic practice with technology through the metaphor of the ‘gap’.
Closing date for submissions: Monday 7th March 2016. To find out more, scan the QR code or please visit http://tiny.cc/apt16.
-------
Session Plan
50 minute workshop
Introduction
10 minutes
Aim and objective
Generate stories to discover new spaces for new ideas of learning.
Creating visions of learning in the digital-social or post digital age and what this means for thinking about learning space and place
------------
Context
Co-ordinating the University’s Furture Learning Spaces agenda
The challenge is roles focus on the technology (i.e. Space) not the pedagogy!
Operational views, not experiential understanding
Who is involved?
[YU/Staffs stakeholder slide - all stakeholders require a common language]
------------
The problem of learning binaries
Quick activity - reveal the binary:
Teaching - Learning
Physical - Virtual
Etc
------------
[Show binaries slide]
Useful but… Lefebvre Spatial triad offers three ways of looking at space. Our interest in learning space is ultimately in the lived experience of learning in which we need to consider psychological, sociological pedagogical, and epistemological ideas of learning, motivation, engagement (D3Bs: doing, being, becoming and belonging).
------------
------------
In-between space
10 minutes
The session will build upon ideas of Third Space, Third Place (Oldenburg, 1989) and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
Third Space (Gutiérrez et al., 1999):
Third Place (Oldenberg, 1989):
Hybridity (:
In-between space (Shortt, 2014):
Liminality (Turner, 1969):
------------
------------
[use disruption slide]
The digital is pervasive
It connects us [Siemens’ principles] technically and socially. This disrupts everything.
It promotes network and disrupts hierarchy, etc.
introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes)
------------
------------
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...
Session Plan
50 minute workshop
Introduction
10 minutes
Aim and objective
Generate stories to discover new spaces for new ideas of learning.
Creating visions of learning in the digital-social or post digital age and what this means for thinking about learning space and place
------------
Context
Co-ordinating the University’s Furture Learning Spaces agenda
The challenge is roles focus on the technology (i.e. Space) not the pedagogy!
Operational views, not experiential understanding
Who is involved?
[YU/Staffs stakeholder slide - all stakeholders require a common language]
------------
The problem of learning binaries
Quick activity - reveal the binary:
Teaching - Learning
Physical - Virtual
Etc
------------
[Show binaries slide]
Useful but… Lefebvre Spatial triad offers three ways of looking at space. Our interest in learning space is ultimately in the lived experience of learning in which we need to consider psychological, sociological pedagogical, and epistemological ideas of learning, motivation, engagement (D3Bs: doing, being, becoming and belonging).
------------
------------
In-between space
10 minutes
The session will build upon ideas of Third Space, Third Place (Oldenburg, 1989) and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
Third Space (Gutiérrez et al., 1999):
Third Place (Oldenberg, 1989):
Hybridity (:
In-between space (Shortt, 2014):
Liminality (Turner, 1969):
------------
------------
[use disruption slide]
The digital is pervasive
It connects us [Siemens’ principles] technically and socially. This disrupts everything.
It promotes network and disrupts hierarchy, etc.
introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes)
------------
------------
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...
The problem of learning binaries
Quick activity - reveal the binary:
Teaching - Learning
Physical - Virtual
Etc
------------
[Show binaries slide]
Useful but… Lefebvre Spatial triad offers three ways of looking at space. Our interest in learning space is ultimately in the lived experience of learning in which we need to consider psychological, sociological pedagogical, and epistemological ideas of learning, motivation, engagement (D3Bs: doing, being, becoming and belonging).
------------
------------
In-between space
10 minutes
The session will build upon ideas of Third Space, Third Place (Oldenburg, 1989) and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
Third Space (Gutiérrez et al., 1999):
Third Place (Oldenberg, 1989):
Hybridity (:
In-between space (Shortt, 2014):
Liminality (Turner, 1969):
------------
------------
[use disruption slide]
The digital is pervasive
It connects us [Siemens’ principles] technically and socially. This disrupts everything.
It promotes network and disrupts hierarchy, etc.
introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes)
------------
------------
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...
Who is involved?
Who else?
How do we have a conversation?
Who is listening to whom?
If we talk about learning what do people understand by that?
The problem of learning binaries
Quick activity - reveal the binary:
Teaching - Learning
Physical - Virtual
Etc
Andrew
A pair of slides that illustrate the futility of binaries as obstructing ‘the richest space of all”
“In borderland spaces the traditional power hierarchies of higher education may be scrutinized and destabilized, enabling students to draw more freely from their own experiences and to work in partnership with each other and with faculty, prompting the construction of new identities (Giroux, 1992; Kazanjian, 2011). The division between teaching and learning becomes blurred as students adopt the role of tutor, whilst tutors act as facilitators and, in so doing, can learn a great deal from their students. Thus, borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants, rather than being constrained by pre-defined objectives laid down by the curriculum (Savin-Baden, 2008). Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005). Here, students can be empowered to participate in their learning so that they might actively shape both their learning experiences and those of succeeding cohorts.”
Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
“In borderland spaces the traditional power hierarchies of higher education may be scrutinized and destabilized, enabling students to draw more freely from their own experiences and to work in partnership with each other and with faculty, prompting the construction of new identities (Giroux, 1992; Kazanjian, 2011). The division between teaching and learning becomes blurred as students adopt the role of tutor, whilst tutors act as facilitators and, in so doing, can learn a great deal from their students. Thus, borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants, rather than being constrained by pre-defined objectives laid down by the curriculum (Savin-Baden, 2008). Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005). Here, students can be empowered to participate in their learning so that they might actively shape both their learning experiences and those of succeeding cohorts.”
Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
Lefebvre's Spatial Triad
"Social space is a social product"
How is space produced? In three ways: the perceived, the conceived, and the lived
Lefebvre's Spatial Triad
The Production of Space (Lefebvre, 1974/1991)
Representational space
ideas, imagination, theory and vision
the space of inhabitants and users. It is the passively experienced space
Lefebvre describes representational space as the space of inhabitants and users
Representations of Space
signifiers such as maps, plans, models, and designs
Space as it is conceived and intended
Spatial practice
of a society
daily routine and reality
as lived and evidenced
In-between space
10 minutes
The session will build upon ideas of Third Space, Third Place (Oldenburg, 1989) and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
Third Space (Gutiérrez et al., 1999): the idea of a Third Space where teacher and students scripts intersect around the formal and informal, the official and the unofficial spaces of the learning environment creating the potential for authentic interaction. It is a transformative space
Third Place (Oldenberg, 1989):
Neutral ground - where individuals are free to come and go with little obligation;
Leveller - rank and status are mostly left at the door and participation is open to all;
Conversation - the main mode of participation is conversation and Oldenburg highlights the importance of playfulness and wit;
Accessibility and accommodation - the place is easy to access and use;
Regulars - the narrative and identity of the place is sustained by a core group of regulars;
Low profile - the space is unpretentious and homely;
A home from home - exhibiting traits of rootedness, feelings of possession, spiritual regeneration, feelings of being at ease, warm (Seamon, 1979).
Hybridity: - refers to the significant value found in contiguous situations where at least one space is recognisable as formal teaching space. Spaces that accommodate multiple purposes, roles, perspectives and modalities, characterised by multiplied hybrid identity, integrated and seamless, the need to separate the e-learning environment from a traditional conception of physically-located pedagogies
Interstitial space
an intervening space
apparently less consequential than the dominant spaces or phenomena
a small space or interval
Interstitial space can be temporal, or spatial and visible. In all cases they are experienced.
In-between space (Shortt, 2014):
Liminality (Turner, 1969):
------------
------------
[use disruption slide]
The digital is pervasive
It connects us [Siemens’ principles] technically and socially. This disrupts everything.
It promotes network and disrupts hierarchy, etc.
introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes)
------------
------------
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...
Interstitial space
an intervening space
apparently less consequential than the dominant spaces or phenomena
a small space or interval
Interstitial space can be temporal, or spatial and visible. In all cases they are experienced.
In-between space (Shortt, 2014):
Liminality (Turner, 1969):
------------
------------
[use disruption slide]
The digital is pervasive
It connects us [Siemens’ principles] technically and socially. This disrupts everything.
It promotes network and disrupts hierarchy, etc.
introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes)
------------
------------
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...
Rich digital media disrupts dependency on text as the dominant academic form
Social media disrupts One-to-Many model
Open learning disrupts models of formal of delivery
User-generated content disrupts provided content model disrupts Provided Technology model
Mobile learning disrupts provided “classroom" model
What happens when we start to bring some of these innovative ideas together?
It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact
Either,
Noticing connections, or
Making connections
------------
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...
Story time
25 minutes
Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space.
A manifesto for liminal learning!
Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place
How can we take these ideas back to our Universities?
How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning?
In 2025 our:
Students will…
Teachers will…
Learning support services will...
Curriculum will...
Learning spaces will…
Ideas about learning will…
Relationship to the world will...