Author: Emma Morton
I am a French and Spanish teacher, most recently Deputy Head at a Prep School in Nairobi. I am the Curriculum Adviser for the Peponi Schools, looking at the curriculum across three schools, from Kindergarten to A Level. I am particularly interested in supporting new teachers and helping them develop pedagogical best practice, both in the classroom, and now, online.
My collage is one of juxtapositions. Three papers contributed to my final interpretation of the spaces of the IDEL course: Bayne et al (2013) Being ‘at’ university: the social topologies of distance students Sheail (2017) The digital university and the shifting time-space of the campus Nordquist et al (2015) Designing spaces for the networked learning […]
Click on the link below to see the Miro Board and the Student Photos of Learning Spaces. (Once you’ve had a look, please return to the blog and listen) Miro Board Now please press play: Distance students, we find, need their own version of the ‘certainties’ of bounded, campus space, while at […]
When I entered the IDEL realm in Minecraft, I was completely out of my comfort zone and put off creating anything until the very end of the week. I was at a loss as to how to proceed and it was humbling to be given strict demonstrations by my two sons. How the tables […]
A Learning Space is a space where you are enabled to learn. Traditionally, this is a quiet space, free from distractions. A learning space should enhance the acquisition of knowledge, allow the learner to process the knowledge, apply the knowledge and ultimately create something, using that knowledge. I don’t think a learning space need […]
A learning space should inspire, enable, provoke and interest…. Observations There were several common themes running through all the metaphors that the IDEL students came up with on the forum. Some of the concepts of a learning space that we chose to define through our metaphors were: learning takes place anytime learning takes place […]
The elephant I think it is a fun image for a learning space – we all take away something different from our learning experiences. (This image has many layers. It is originally linked to the parable of the blind men and the elephant. https://en.wikipedia.org/wiki/Blind_men_and_an_elephant; which could be construed as a warning that we make judgements […]
Here is my prototype Bot. It is all about the possibilities of ‘open-ended’ thought, provoked pictorially and aurally. Vizbot – Emma Morton
Biesta suggests that meaningful education should be considered under three dimensions: content, purpose and relationships. I think this is a useful framework to apply when designing a bot that ultimately should ‘create something pedagogically generative’ (Baynes 2015). Underlining these three considerations, is the need for the bot to be ‘playful’, as Baynes argued. My professional […]
I have been thinking a lot about what a useful bot might look like in terms of the prototypes we have been asked to devise. On the one hand there are bots that could be construed as instrumentalist; highly useful tools to minimise teacher workloads, taking on administrative, time-consuming tasks. These are certainly ‘useful’. However, […]
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