The apron challenge: embodied and creative learning online and at a distance

QR Code

The apron challenge: embodied and creative learning online and at a distance

Enregistré dans:

Détails bibliographiques
Auteurs principaux:	John Desire, Tom Burns, Sandra Sinfield, Janet Gordon
Format:	article
Langue:	EN
Publié:	Association for Learning Development in Higher Education (ALDinHE) 2021
Sujets:	Embodied learning creative classrooms reflective practice cohort identity online learning Covid Theory and practice of education LB5-3640
Accès en ligne:	https://doaj.org/article/6168453c07a24a3883ec423d80393850
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

‘Once there was a learning developer…’: the potential of parables to stimulate critique.
par: Steve Rooney
Publié: (2019)

The Users’ Experiences in Processing Visual Media for Creative and Online Learning Using Instagram
par: Mohammad Salehudin*, et autres
Publié: (2021)

Book Review: Online Distance Education Towards a Research Agenda
par: Irwin DeVries
Publié: (2016)

Moving hands-on anatomy teaching online: a reflection on creative solutions
par: Claire Timmins
Publié: (2021)

Embodied practices of prosthesis
par: Maria Bee Christensen-Strynø, et autres
Publié: (2021)

Embodied Instruction: An Exploration and Qualitative Comparison of Expression and Performance of Yoga Instruction
par: Tegan Reeves, et autres
Publié: (2021)

Translating Embodied Cognition for Embodied Learning in the Classroom
par: Sheila L. Macrine, et autres
Publié: (2021)

Collaborating on a creative solution to teach creativity to Business students
par: Dewa Wardak, et autres
Publié: (2021)

Playful reflective thinking in a HyFlex classroom: using nostalgic games to engage students
par: Nayiri Keshishi
Publié: (2021)

Distance Learners’ Experiences of Silence Online: A Phenomenological Inquiry
par: Leslie Duran
Publié: (2020)

Exploring Embodied Place Attachment Through Co‐Creative Art Trajectories: The Case of Mount Murals
par: Ruth Segers, et autres
Publié: (2021)

Face-to-face teaching changed too! Perspectives on the transition from large to small group teaching and learning from graduate teaching assistants
par: Daniel Tinnion, et autres
Publié: (2021)

Embodied Aging: Everyday body practices and Later Life Identities among the South Asian Indian Gujarati Diaspora in Canada
par: Anusmita Devi, et autres
Publié: (2021)

'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
par: Tom Burns, et autres
Publié: (2010)

Blending online asynchronous and synchronous learning
par: Lisa C. Yamagata-Lynch
Publié: (2014)

Hacking assignment practice: finding creativity and power in the fissures and cracks of learning and teaching
par: Sandra Abegglen, et autres
Publié: (2016)

Developing creativity in mathematics instruction
par: Vasojević Irena, et autres
Publié: (2021)

From cats to roller-coasters: creative use of posters to explore students' perceptions of PDP
par: James Davey, et autres
Publié: (2010)

Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
par: Bethany Alden Alden Rivers, et autres
Publié: (2014)

Stories from Students in Their First Semester of Distance Learning
par: Mark Brown, et autres
Publié: (2015)

Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience
par: Puvaneswary Murugaiah, et autres
Publié: (2010)

The Impact of Online Learning on the Learning Motivation of Junior High School Students
par: Zaitun Zaitun, et autres
Publié: (2021)

Reading Comprehension Skills: The Effect of Online Flipped Classroom Learning and Student Engagement During the COVID-19 Pandemic
par: Reflianto*, et autres
Publié: (2021)

Google Classroom-based Online Learning Study Outcomes on Reproductive Concept in Science Classes
par: Rosalia Dwi Putri, et autres
Publié: (2021)

INCREASED LEARNING ACTIVITIES AND OUTCOMES THROUGH ONLINE LEARNING WITH GOOGLE CLASSROOM IN THE COVID-19 PANDEMIC PERIOD
par: Sutrisno Sutrisno
Publié: (2020)

The Effects of Online Learning on EFL Students’ Academic Achievement during Coronavirus Disease Pandemic
par: Cynthia Hidalgo-Camacho*, et autres
Publié: (2021)

Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning
par: J. Lynn McBrien, et autres
Publié: (2009)

Using the exploration of a story to consider the meaning of becoming older
par: Kirsten Jack
Publié: (2013)

Designing Reflective Practice in the Context of OER-based e-Learning
par: Shironica Priyanthi Karunanayaka, et autres
Publié: (2017)

Is Blended Learning Better than Online Learning for B.Ed Students?
par: Prabhas Ranjan
Publié: (2020)

Learning to learn online: creating an open-access learning development platform
par: Jodie Calleja, et autres
Publié: (2021)

Roles and student identities in online large course forums: Implications for practice
par: Jacqueline Aundree Baxter, et autres
Publié: (2014)

Studying Learner’s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom
par: Tayab D. Memon, et autres
Publié: (2021)

Postgraduate peer tutors supporting academic skills in online programmes
par: Sharon Boyd, et autres
Publié: (2016)

Implementing a Blended/Online Learning Policy on a Face-to-Face Campus: Perspectives of Administrators and Implications for Change
par: Dianne Thurab-Nkhosi
Publié: (2018)

The emergence of creative practice as research
par: Annie Goldson
Publié: (2020)

Facilitating informal spaces and discussions in the online environment (not always) about assessments
par: Matthew Mesley
Publié: (2021)

Pivoting academic skills support online: a critical reflection on practice
par: Julie Nolan, et autres
Publié: (2021)

Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark
par: Helen Avery, et autres
Publié: (2013)

'Distance travelled versus the 'distance' travelled': Enhancing the student learning experience using a creative and innovative approach to tutorial organisation
par: Simon Peter Brownhill
Publié: (2014)