Andrew is Deputy Head of Anglia Learning & Teaching.
Andrew is Deputy Head of Anglia Learning & Teaching. Currently, his work includes leading a review of spaces for active learning, a review of the University’s infrastructural capabilities to further our use of media-enhanced teaching and learning (METAL), and developing student awareness and academic practice in integrating employability through the curriculum.
Andrew is a National Teaching Fellow known for promoting academic innovation in support of a rewarding student-centred experience of the curriculum. He has led sector-wide work around media-enhanced learning, spaces for learning, and the development of integrated approaches to developing student employability through the curriculum and co-curriculum. Together, this experience draws upon his longstanding commitment to developing a student-centred active curriculum as a space to foster student belonging and becoming.
Andrew is also supporting prospective National Teaching Fellows and teams submitting for recognition under AdvanceHE’s Collaborative Award for Teaching Excellence (CATE) scheme.
As Chair of the UK Media-Enhanced Learning Special Interest Group, he has led innovation through the scholarly development and sharing of good practice around digital and social media pedagogies since 2008 when the SIG was established with support from the HEA. He is known for his pioneering work on developing audio feedback, smart learning, social media for learning, future learning spaces, and digital placemaking.
Andrew maintains his scholarly profile around academic innovation and publishes regularly on his practice.
He published Reimagining Spaces for Learning in Higher Education (2018, Palgrave) which develops a holistic appreciation of space as it is experienced in the course of learning and the implications of hybrid and co-operative learning for the future of higher education.
Principal Fellow, Higher Education Academy
PhD by publication in progress: Studio for All – exploring the principles of the hybrid learning studio for non-studio-based disciplines (2017)
MSc E-learning, Multimedia and Consultancy (Sheffield Hallam University) (2005)
eTutor - Certificate in eTutoring (OCN/Sheffield College) (2005)
BA (Hons) Fine Art 2:1 (Sheffield Hallam University) (1993)
Chair of the UK Media-Enhanced Learning Special Interest Group
Andrew has also edited books on media-enhanced learning, learning with smart devices, and has co-facilitated open learning initiatives.
As Chair of the UK Media-Enhanced Learning Special Interest Group (MELSIG), Andrew continues to lead innovation through the co-development and the sharing of good practice in the use of digital and social media-enhanced pedagogies. He has led over 30 MELSIG events across the UK and Ireland. The group build toolkits to promote excellent leading-edge practice involving digital and social media. Toolkits include: Audio Feedback, Smart Learning, Podcasting for Pedagogic Purposes, Social Media for Learning, and Twalks (Twitter Walks as learning space). The focus is now turning to Media-Enhanced Assessment.
Andrew is part of the organising committee for the Social Media for Learning in Higher Education Conference, now in its fourth year. In 2009 he organised A Word in Your Ear, a conference attracting international participation and exploring the use of audio feedback.
Middleton, A. (2018). Reimagining Spaces for Learning in Higher Education. Palgrave Learning & Teaching.
Middleton, A., ed. (2015). Smart learning: Teaching and learning with smartphones and tablets in post compulsory education. Media-Enhanced Learning Special Interest Group & Sheffield Hallam University.
Middleton, A., ed. (2013). Digital voices: A collaborative exploration of the recorded voice in post-compulsory education. Media-Enhanced Learning Special Interest Group & Sheffield Hallam University.
Middleton, A., & Spiers, A. (in print). ‘Learning to twalk: An analysis of a new learning environment’. In C. Rowell, ed., “Social media in higher education: case studies, reflections and analysis”. Open Book Publishers.
Huntley, B., Middleton, A. & Waldock, J. (in print). Using virtual and physical learning spaces to develop a successful mathematical learning community, both for on-site and distance provision. DELTA.
Jones-Devitt, S., Austen, L., Chitwood, L., Donnelly, A., Fearn, C., Heaton, C., Latham, G., LeBihan, J., Middleton, A., Morgan, M., Parkin, H. J. and Pickering, N. (2017). 'Creation and Confidence: BME students as academic partners… but where were the staff?"'. The Journal of Educational Innovation, Partnership and Change, 3 (2), Special Edition, Reacting to the 'Hard to Reach' through Student Engagement Initiatives.
Middleton, A. (2016). Reconsidering the role of recorded audio as a rich, flexible and engaging learning space. Research in Learning Technology, 24, n.p..
Middleton, A. (2015). Facilitation as a personal engagement in an open space. Learning and Teaching in Action, 11 (1) 74—80.
Rushton, D., Malone, C. & Middleton, A. (2015). Digital posters: Talking cycles for academic literacy. In: Lillis, T. et al.., eds, Working with Academic Literacies: Research, Theory, Design. ‘Studies in Writing’ series, editor Gert Rijlaarsdam, WAC Clearing House with Parlor Press.
Nerantzi, C., Middleton, A., & Beckingham, S. (2014). Facilitators as co-learners in a collaborative open course for teachers and students in Higher Education. ‘Learning in cyberphysical worlds’, eLearning papers (Open Education Europa), 39, 1–10.
Middleton, A. (2014). Learning in the open: Considering MOOCs, openness and social media for learning. Student Engagement and Experience Journal, 3(1), np.
Nortcliffe, A. & Middleton, A. (2013). The innovative use of personal smart devices by students to support their learning. In: L.A. Wankel & P. Blessinger, eds., 'Increasing Student Engagement and Retention Using Mobile Applications Smartphones, Skype and Texting Technologies'. Bingley: Emerald.