Author Kneel, Mulholland: Drive!

Assignment #18

Assignment #18: Re-create a poster you had as a teenager. I made a couple of re-creations of an enormous Cocteau Twins poster I had in Glasgow as a teenager. Cocteau Twins were, of course, the best Scottish bands at… Continue Reading →

Peer-to-Peer Review Model for PBL07

Peer-to-Peer Review P2P review means we are all required to be a reviewer and to be reviewed. You can think of this as you always having someone to listen to you, and you having someone (else) that you listen to…. Continue Reading →

PBL 07 Group | First Task

Task: There is one task for the group: to present your group to the wider ONL community in any way you like – a presentation (Google slides, PowerPoint, Prezi, Sway…), a Padlet, a video or whatever you can think of…… Continue Reading →

Swarm Reading

Swarm Reading is a technique I use with students when we all need to read a whole book. It could work well with some of the longer texts that are part of the recommended reading for this course? Here’s an… Continue Reading →


Open Networked Learning A course, a community, an approach I will be posting here as an Open learner for #ONL221 and will use @ShiftWorkESW for Twitter. First meetings for Open learners are on 2nd and 3rd March 2022 ONL221… Continue Reading →

Final Words on Edinburgh Model

Mar 17, 2020

What types of feedback would I need to provide in my own course to support the type of assessment that is expected in my discipline?

The feedback would have to be able to incorporate tacit-to-tacit support. That would mean it would have to be live/real-time. Using 📹in MS Teams would be a simple way of enabling that. Some time-shifted feedback could be given verbally (audio… Continue Reading →

Your thoughts on the Manifesto. Does it resonate with your teaching practice?

Yes to a large extent. Playful and experimental? – yes Boundary challening? – yes Experience over assessment? – yes Participatory? – yes Relational? – yes No, to some extent. A lot of the provocations in the manifesto assume that what… Continue Reading →

Crit the Crit

I teach a lot in small groups (‘basho’). The main teaching method is the crit (critique). This is akin to a counselling session wherein the basho focus intently on a student’s work, taking turns to become the focus of the… Continue Reading →

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