Why social media are important as a learning space

What is the connection between the physical formal, physical non-formal, digital and social media space we use to learn? This diagram and screencast explain how, from a learner-centred perspective, space is best understood experientially. This has implications for the academic interested in designing learning experiences intended to model good authentic lifelong learning behaviours. It suggests…

Diagram showing the different aspects of our work through the use of an iceberg metaphor. The ontological development is hidden and presents the greatest challenge.

Spaces for engagement

This post continues our review of Spaces for Learning development. While much of our work on spaces for learning involves operational matters through collaboration with colleagues in directorates, our rationale for developing the University’s learning spaces is both pedagogical and ontological. This means that often, what is overt (e.g. a room, a system etc) is only…

Teaching in Active Learning Classrooms

An 8 page publication looking at dimensions of Teaching in Active Learning Classrooms has been produced to coincide with the University Learning & Teaching Conference. The PDF document, downloadable here, draws upon the Spaces for Learning toolkit. It covers the Active Learning Classroom, Problem-based Learning, Whiteboarding, Stand Up Pedagogy, SCALE UP, and Triad groups for active learning.…

Photo of the TELL room in Owen 223 showing several of the group stations with associated screen.

Active Learning Classrooms

Following audiovisual refurbishment, three active learning classrooms are available on Owen Level 2 (221-223) designed to support a range of approaches including project-based learning, media-enhanced learning, stand up pedagogy whiteboarding, and web conferencing. We are looking for staff who want to explore the possibilities of these facilities with us, in particular, how, student-generated rich media can…

Staff using a whiteboarding technique

Exploring ‘whiteboarding’ in student-centred classroom activities

A new section in this toolkit has been developed to explore ‘whiteboarding’ – how student activities centred around visualising ideas, problems and concepts can engage small groups in co-productive activities.     See pages on, Whiteboarding Listing Sorting Concept mapping Capturing whiteboard activities Technology-enhanced generative activities and tools

Call for Practice: Take to the floor

We would like to hear from academics who clear tables and chairs out of the way to make use of what we could call ‘floor-based learning’. This could be using the floor itself as a focus of attention as in this recent workshop on Applied Learning (see photograph), or it could be more generally about…