Active learning spaces

Learning with 'e's

Recently I wrote about collaborative learning spaces , and argued that we are entering unfamiliar territory. The boundaries of informal and formal spaces have blurred significantly, as have the boundaries between the real and the virtual. It appears that it no longer matters where learning occurs, as long as it is meaningful. Some might argue that learning that is situated is the most powerful. All of these aspects of learning are active.

Reinventing learning spaces

Learning with 'e's

Phone charging station at Stratford Shopping Centre, London I have written extensively about education spaces, architectures for learning , and personal learning environments. I elaborated on these ideas in my recent book Learning with ''e''s like this: If the design of a space is wrong, learning can be constrained or even stifled. Teachers should be the architects of learning spaces (Wheeler, 2015, p 102).

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Working space as learning space

Learning with 'e's

Graham Attwell over at Pontydysgu (Bridge to Learning) has challenged me to take five pictures that depict my working space as a learning space. For me, my working space has always been my learning space (well, ever since I became involved in education anyway). I get paid to teach and research at Plymouth University , but this all comes about through my own personal learning. Posted by Steve Wheeler from Learning with e's.

Self organised learning spaces

Learning with 'e's

I only provide them with the conditions in which they can learn." - Albert Einstein The social web is replete with self-organising spaces. Us and an army of similar minded volunteers who love learning, and want to share their knowledge. And that should give all of use some clues as to how to facilitate self-organising learning spaces. Yet many academics and teachers struggle with the concept of self-organised learning. "I never teach my students.

More fabulous learning spaces

Learning with 'e's

The space in which a child learns is important. If a school gets it wrong, learning can be constrained or even completely stifled. It didn't lead to very good learning outcomes. It's often the simple things that improve the learning environment, and as Stephen Heppell says, better school toilets = better results. Last year I wrote about some fabulous learning spaces I had seen while visiting schools in New Zealand.

Learning spaces of the third kind

Learning with 'e's

The first kind of space was highly organised. In these 'class' rooms, our students gathered, seated in rows, facing toward a single part of the space - the front. Next came the second kind of space - rooms where people could face in more than one direction. They were able to create their own projects, learning together with the teacher acting as a facilitator. The third kind of space is still emerging. This third kind of space is no longer confined to a room.

What do online educators need?

Learning with 'e's

Photo by Steinar Engeland on unsplash In yesterday's post I wrote about how teachers are beginning to use online forms of education to enhance and extend the reach of schools. Correspondence course, radio, television, video, the Web, computers and smart phones - each in turn has been harnessed to reach students for education that are traditionally outside of the traditional learning space. Posted by Steve Wheeler from Learning with e's.

Engaging online learners 1

Learning with 'e's

Let's start with collaborative online spaces. It relates to critical writing on wikis, but it can be applied to just about any collaborative online learning space: There is a spectrum of wiki activities that can be used to encourage critical thinking in writing.

Weapon of choice

Learning with 'e's

As an educator, what tool or technology would you never be without in the classroom or learning space? I often catch them taking photos of the board so they can go away and revisit the notes later on. But for me, it's a natural progression - a use of the tool by students to learn for themselves. Weapon of choice by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Jasmine's tent

Learning with 'e's

Photo by Steve Wheeler There is a large, flexible learning space in Ormiston Junior College on the outskirts of Auckland. It's called a modern learning environment or MLE. All around her, noisy, messy chaos erupts as the rest of the Ormiston students busy themselves with their learning. Open, modern learning spaces are dynamic and student centred, and they offer great opportunities for creative learning.

Join our global #EDENchat

Learning with 'e's

Photo on Pixabay Join our global #EDENchat by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Posted by Steve Wheeler from Learning with e's. edenchat competency EDEN education learning literacy Technology universityWe enjoyed a great first #EDENchat of the season during the EDEN Research Workshop when my colleague Antonella Poce hosted the Twitter session last week.

Streaming learning events

Learning with 'e's

We broadcast our first live learning event yesterday, where our third year students listened to a talk by innovative school leader Dave Strudwick. The YouTube link for tomorrow's learning event is here. The entire schedule of learning events over the next few weeks is at this link. Photo by Steve Wheeler Streaming learning events by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Learner power

Learning with 'e's

Perhaps a little farther down their agendas students are concerned about finding good learning spaces, concerns over the environment, and keeping themselves fit and healthy. I visited the University of Hasselt this week and was shown around some of its learning spaces. Universiteit Hasselt takes some innovative approaches to education including its refurbishment of an old prison to create a bright and airy new learning space for its law faculty students.

Teacher voices

Learning with 'e's

To me, my former students - now qualified teachers - are extraordinary, because they have entered the volatile and ever changing teaching profession as visionaries - people who want to make a significant difference in children's lives, inspiring them to learn and reach further. They achieve this through innovative pedagogies, creating great learning spaces and with a liberal dose of technology. Posted by Steve Wheeler from Learning with e's.

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New pedagogies?

Learning with 'e's

Most new technologies, particularly handheld devices, lend themselves more to student led learning than they do to teacher led education. In my 2015 book I wrote about ' new wine ' (technology) being forced into 'old wineskins' (conservative learning spaces and ideas) and warned of the inevitable failures. Photo by Alan Levine on Flickr New pedagogies? Posted by Steve Wheeler from Learning with e's.

New learning environments: The challenge and the promise #EDENchat

Learning with 'e's

In recent years, education has evolved to the point where learning can take place anywhere and at any time, usually beyond the walls of the traditional learning space. New trends have emerged including blended learning , personalised learning environments ( PLEs ) Massive Open Online Courses (MOOCs), mobile learning and the flipped classroom. What are the challenges of these new learning environments? Posted by Steve Wheeler from Learning with e's.

A growing divide?

Learning with 'e's

In his blog on Learning Ecosystems, Daniel S. The first, he describes as "A move to opening up learning, making it more accessible and flexible. The classroom is no longer the unique centre of learning, based on information delivery through a lecture." Traditionally, learning has been situated in classrooms or lecture halls, where the presence of an expert or specialist in a subject takes to the stage and delivers knowledge directly to the assembled students.

Freedom to imagine

Learning with 'e's

Sir Ken Robinson has a lot to say about creativity and learning. One of his remarks is that imagination needs to emerge as creativity, as a natural process. Other constraints are the logistical problems such as lack of time or space for play, exploration and discovery that are familiar in many schools. In short, Robinson believes school is killing creativity. He will have great fun, but will he learn anything significant? Will he be creative?

How do schools innovate?

Learning with 'e's

Clearly innovation and creativity is not one dimensional. Some of the schools on the list are considered innovative because of the way they use their learning spaces, whilst others are vaunted because of their progressive pedagogical approaches. There is a common issue with many lists however, and it is that the inclusions are there because of the opinions of an individual or small group. Finally, the design of the learning spaces is creative.

#LearningIs creative

Learning with 'e's

Learning can certainly be creative, if the conditions are right. Firstly, creative learning requires active engagement. There is a place for the latter, but if teachers wish their students to go the extra mile, they need to directly involve them in learning. This means learning spaces where just about anything is possible, where students are kept guessing, and where they are offered the chance to discover for themselves. But it's creative for them.

Talking tech

Learning with 'e's

Whether it''s teacher technology, including wordprocessors, electronic record keeping or databases, or student technology, such as laptops, educational software or personal devices, technology should now be viewed as a set of tools that can be harnessed to extend, enhance and enrich the learning experience. The final line of Learning with ''e''s offers a clue when I say we literally hold the future of education in our hands. Posted by Steve Wheeler from Learning with e''s.

Student voices unheard?

Learning with 'e's

Students should be at the centre of the learning process - where else could they legitimately be? However, if they don't have a voice in their own learning, they are peripheral to the process, and education fails them. If we ignore student voices, we will miss some valuable insights into the way they learn. Students bring their personal devices into formal learning spaces, but institutional infrastructure sometimes fails to support the use these new technologies.

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From atoms to bits

Learning with 'e's

The atom represents physical space, content, objects, while the bit represents the digital, virtual world. Atoms have to be shipped and handled which takes time, and they take up physical space. They have changed the way we listen to music, watch films and entertain ourselves with games, take photos, engage in dialogue, work and purchase everyday things. Although physical learning spaces are still with us, more and more education is now being conducted outside of them.

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Digital is default

Learning with 'e's

Image by Martin42 on Wikimedia Commons When I read Being Digital for the first time, way back in 1997, it slowly dawned on me that everything was about to change. The book was published in 1995, just as the Internet was beginning to invent for itself a space that previously had not existed. We pushed the boundaries of technology, culture and human relationships as we extended digital spaces for learning into virgin territory. Lessons are still being learned.

A quiet invasion

Learning with 'e's

They will ask whether this a trivialisation of their content, or an undesirable development that leads to superficial learning. Alternatively they can celebrate that learners are adept enough at using their personal technologies to make learning easier and more productive for themselves. Mobile phones can be used for many purposes, most of which can either support good learning or undermine it. Posted by Steve Wheeler from Learning with e''s.

Digital capabilities and curiosity

Learning with 'e's

Here are my reflections on the learning and teaching conference held at Staffordshire University. The technology should be there to be used as an additional, enhanced aspect of learning, not as a substitute for good pedagogy. In my presentation I was also critical about the design of some learning spaces in higher education. The affordances of the spaces we create, I said, shaped the way we teach and the way students learn.

Video for learning: Today and tomorrow

Learning with 'e's

Photo by Vladimer Shioshvili on Flickr Educators have been using video for decades. We recorded micro-teaches - usually a 10 minute lesson - and then played back the footage to the students so they could see and hear themselves and learn from the experience. Video plays an important role in all of these alternative modes of learning experience (Brame, 2015) and will continue to do so with future developments. Posted by Steve Wheeler from Learning with e's.

6 interactive whiteboard tips

Learning with 'e's

Photo by David Goehring on Flickr In my last post, entitled Cinderella Technology , I wrote about the tremendous potential of interactive whiteboards (IWBs) and highlighted some of the reasons why it often fails to be realised in school classrooms. I promised six things teachers should consider if they wish to optimise the IWB in their classrooms: Firstly, it's important that IWBs are optimally positioned within learning spaces. Exeter: Learning Matters.

#LearningIs lifelong

Learning with 'e's

As I remarked in my previous #LearningIs post, learning never stops. Often we don't even realise we are learning, but we are constantly being exposed to new information, and if we pay attention, we are likely to internalise that information in some way. If you had told me during my school years that learning didn't stop when I left school, I would have been horrified. Any notion of additional learning after my schools years would have been anathema to me.

or not to lecture

Learning with 'e's

In my previous post I wrote that even though research shows lectures to be less than effective in helping students to learn, they still persist in higher education. Therefore, although there is great temptation for lecturers to treat 200 students as a group, they should really be trying to reach each individual student, and engage them in learning at the deepest possible level. Deeper learning often only comes about when we gain the interest of our students.

#LearningIs lifelong

Learning with 'e's

As I remarked in my previous #LearningIs post, learning never stops. Often we don't even realise we are learning, but we are constantly being exposed to new information, and if we pay attention, we are likely to internalise that information in some way. If you had told me during my school years that learning didn't stop when I left school, I would have been horrified. Any notion of additional learning after my schools years would have been anathema to me.

Learning in round spaces

Learning with 'e's

Situating learning in rectangular spaces naturally promotes some forms of pedagogy at the expense of others. It is of course possible in traditional classrooms to create opportunities for learning to be driven by learners, where collaborative and cooperative learning can be facilitated, and where students can move around the room as they investigate and experiment, create and discuss. So what happens when we change the shape of the learning space?

eXSpace exploration

Learning with 'e's

In this follow-on from one of my previous posts entitled Going to the wall , I'm going to highlight some of the features we plan to incorporate into our new experimental learning space (eXSpace) at Plymouth Institute of Education. I mentioned that among the many 'sand box' tools and technologies in the space will be a number of touch surfaces. Secondly, it will make it easier for teachers to work constructively alongside students using the same thinking and viewing space.

PENS 35

Going the extra mile

Learning with 'e's

This is number 26 in my series on learning theories. As usual, this is a simplified interpretation of the theory, so if you wish to learn more, please read the associated literature. How it can be applied in education Many teachers know that learning spaces should be designed to optimise learning. If the classroom is cold or noisy, or the students are uncomfortable, or if they feel unsafe, they will be distracted and will concentrate less on their learning.

Teacher Voices: Lloyd Chilcott

Learning with 'e's

I’d like to say I wanted to become a teacher because of an inspiring professional who provided me with a love for learning, or for the joy of the lightbulb moment witnessed in the eyes of an enthralled student. Just look, who wouldn't want to learn like this. Photo courtesy of Lloyd Chilcott Teacher Voices: Lloyd Chilcott by Steve Wheeler was written in Singapore and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

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The architecture of learning

Learning with 'e's

So how does Learning 2.0 In order to deconstruct Learning 2.0 - Stephen Downes was the first to coin the phrase eLearning 2.0 - we first need to decide what we mean by Learning 1.0. For me, Learning 1.0 (if represents a relatively passive individual learning mode where expert generated content is pushed at the learner. Behaviourism and Cognitivism are theories that could comfortably be applied to describe the activities seen within a Learning 1.0

Drive like an Egyptian

Learning with 'e's

And then you notice that amongst all this chaos, the blaring horns, the brinkmanship as two drivers try to manoeuvre swiftly into a space that couldn''t possibly accommodate them both, and the endless revving of engines and clouds of exhaust fumes. Such self organisation takes a little time to evolve, but those within it must learn quickly to survive. You would need to learn pretty fast, and adopt the conventions of driving with your horn, or risk a serious accident.

Going the extra mile

Learning with 'e's

Photo by Steve Wheeler This is number 26 in my series on learning theories. As usual, this is a simplified interpretation of the theory, so if you wish to learn more, please read the associated literature. How it can be applied in education Many teachers know that learning spaces should be designed to optimise learning. Argyris Double Loop Learning 3. Bandura Social Learning Theory 4. Dewey Experiential Learning 8.

BETTing on the future

Learning with 'e's

I also chair the Faculty’s Digital Learning Futures group which is there to think about and develop new responses to the needs of education, including the integration of new and emerging technologies, and the development of new learning spaces. When they leave school, today’s future workforce will need to be agile thinkers, flexible and creative in their approach, and tech-savvy. Posted by Steve Wheeler from Learning with e's.

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A tale of two keynotes

Learning with 'e's

Such change and disruption has been in the background of my thinking about learning technology for the past decade. I urged universities to develop new strategies that were based upon digital technologies to widen access, increase quality of provision and generally subscribe to the idea that students need no longer attend traditional lectures to achieve quality learning outcomes (Wheeler, 2004). 2007) Online Learning and Teaching in Higher Education.

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