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.

Learning spaces

Learning with 'e's

Throughout the programme of initial teacher education, our specialist computing and ICT students are constantly creating blogs, videos and other digital representations of their learning. So here's another batch for you: The question the students had to address on this occasion was: 'How can psychological and pedagogical theories be applied to create effective learning spaces?' Clearly, the word 'space' can be extended to beyond the walls of the traditional classroom.

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Learning spaces

Learning with 'e's

Throughout the programme of initial teacher education, our specialist computing and ICT students are constantly creating blogs, videos and other digital representations of their learning. So here's another batch for you: The question the students had to address on this occasion was: 'How can psychological and pedagogical theories be applied to create effective learning spaces?' Clearly, the word 'space' can be extended to beyond the walls of the traditional classroom.

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).

What is learning?

Learning with 'e's

I was in a meeting with a prospective PhD candidate today and the conversation inevitably led to learning. He pointed out that in his lterature reviews he had uncovered a bewildering number of different, and often opposing learning theories. He was clearly impressed if not a little phased by the huge array of concepts and ideas that theorists had developed to try to explain what it means when we learn something. That's why I want to ask the questions: What is learning?

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.

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. We need a new set of pedagogies (and we also need to know how these can be supported with theory) if we are to maximise the impact of technology on 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.

Going the extra mile

Learning with 'e's

This is number 26 in my series on learning theories. I''m working through the alphabet of psychologists and theorists, providing a brief overview of each theory, and how it can be applied in education. The previous post highlighted issues around the theory of Communities of Practice, from the work of Jean Lave and Etienne Wenger. In this post, I''m revisiting a well known and heavily used motivational theory - Maslow''s Hierarchy of Human Needs.

(re)Designing learning in a digital world

Learning with 'e's

(re)Designing Learning Spaces for a Digital World View more presentations from Steve Wheeler My keynote speeches to academic staff at Massey University on the Palmerston North and Wellington campuses this week were accompanied by the slides above. In the keynote presentations I tackled some contentious topics, including the issuing of challenges to a number of long standing and widely accepted theories (or beliefs) about how learning occurs.

Bear pit pedagogy

Learning with 'e's

In other words, we enable digital and physical learning spaces in which they can freely explore ideas, argue with each other (and us) over concepts and theories and in so doing, develop their reasoning and thinking skills. They must also investigate theories critically, because if they simply accept a theory as 'truth', they may be leading their entire classroom down a blind alley. Posted by Steve Wheeler from Learning with e's.

Going the extra mile

Learning with 'e's

Photo by Steve Wheeler This is number 26 in my series on learning theories. I'm working through the alphabet of psychologists and theorists, providing a brief overview of each theory, and how it can be applied in education. The previous post highlighted issues around the theory of Communities of Practice, from the work of Jean Lave and Etienne Wenger. In this post, I'm revisiting a well known and heavily used motivational theory - Maslow's Hierarchy of Human Needs.

Digital age learning

Learning with 'e's

In my Learning is learning post yesterday, I started a debate about andragogy and pedagogy. I held the position that the theory of andragogy (Malcolm Knowles) adds very little to our understanding of learning. In some ways, I argued, andragogy theory seems outmoded in the light of recent rapid developments in new teaching methods, learning resources and digital media. Heutagogy is a grand way of saying 'self directed or self determined learning'.

False frontiers

Learning with 'e's

Collaboration is where two or more people work together to achieve a common objective. In education, the common objective is usually to learn specific content, skills or competencies within defined areas. Ostensibly, learning is an individual goal, and each student does tend to learn in their own way, using their own favoured approaches and tools. We refer to this as personalised learning ( a video explains ). There are other spaces to use.

VLE 52

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.

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

Top 10 eLearning Predictions 2011 #LCBQ

Tony Karrer

Learning apps. Branon Learning Management System App Stores Bob Little Apps, Not Courses Inge de Waard Augmented reality moves towards augmented learning with easy tools: Wikitude , Layar , ARToolKit. Situated learning (learning within context in a community of practice) grows thanks to augmented mobile reality. Learning Analytics 6. Of course, you can’t look at learning in 2011 without mentioning mobile learning.

Cammy Beans Learning Visions: Brent Schlenker: Marketers and Game Developers Know More About Learning Than We Do!

Learning Visions

Cammy Beans Learning Visions Musings on eLearning, instructional design and other training stuff. Tuesday, September 22, 2009 Brent Schlenker: Marketers and Game Developers Know More About Learning Than We Do! Live session with Brent Schlenker: Marketers and Game Developers Know More About Learning Than We Do! When he listens to game developers talk, feels like they’re in the learning prof. Everything IS about learning. Learning talks about a curriculum.

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