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

Authors

  • John Desire London Metropolitan University
  • Tom Burns London Metropolitan University
  • Sandra Sinfield London Metropolitan University
  • Janet Gordon London Metropolitan University

DOI:

https://doi.org/10.47408/jldhe.vi22.674

Keywords:

Embodied learning, creative classrooms, reflective practice, cohort identity, online learning, Covid

References

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Clughen, L. (2017) ‘Editorial’, in Clughen, L. and Willis, J. (eds) Creative Academic Magazine: role of the body in creative processes & practices. Available at: https://www.creativeacademic.uk/uploads/1/3/5/4/13542890/cam8.pdf (Last downloaded: 12th May 2021).

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Nancy, J. (2000) Being Singular Plural. Stanford, CA: Stanford University Press.

Nerantzi, C. (2019) ‘The playground model revisited: a proposition for playfulness to boost creativity in academic development’ in James, A. and Nerantzi, C. (eds) The power of play in higher education: creativity in tertiary learning. Cham: Springer International Publishing AG.

Sinfield, S., Burns, T. and Abegglen, S. (2019) ‘Becoming playful: the power of a ludic module’ in James, A. and Nerantzi, C. (eds) The power of play in higher education: creativity in tertiary learning. Cham: Springer International Publishing AG.

Wenger-Trayner, E. (2014) ‘Learning in landscapes of practice: recent developments in social learning theory’, ALDinHE Annual Conference 2014: Learning development spaces and places. University of Huddersfield, April 2014.

Winnicott, D.W. (1971) Playing and reality. London: Tavistock

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Published

2021-10-14

How to Cite

Desire, J., Burns, T., Sinfield, S. and Gordon, J. (2021) “The apron challenge: embodied and creative learning online and at a distance”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.674.