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A collective of educators and students engages in immersive art- and design-driven practice to reimagine higher-education and primary-school teaching and learning at, and beyond, the University of Teacher Education. 

Rooted in curiosity, care and attentiveness to diverse histories and voices, the collective offers open-ended impulses that anyone can adapt, question or extend across a growing constellation of educational hubs.

© 2025 Emerging Space Collective (CC BY‑NC 4.0)

Method: Emotional Sensing Marks
Overview:

This co-creative activity helps learners map and shape their emotional engagement with course content—recognizing diverse perspectives and shared responsibility for the learning journey.

  1. Orientation Snapshot (5 min):
    Present a concise visual of the upcoming content. Ask each participant to place marks on the map using bold labels:

    • Question for areas of confusion or curiosity
    • Excitement for topics they look forward to
    • Challenge for sections they expect to stretch themselves (like stepping onto a springboard)
    • Avoid for content they’d rather skip

  2. Peer Interpretation (5 min):
    In small groups, share and interpret each other’s marks. Discuss what these choices reveal about different backgrounds, experiences, and learning needs.

  3. Iterative Feedback Loop (5 min):
    Invite participants to propose tweaks—on pacing, examples, or support structures—via sticky notes or digital comments, clustering suggestions by theme.

  4. Plenary Adjustment (5 min):
    Return to the shared map and allow learners to shift their marks if their views have evolved during group discussion.

  5. Collective Journey Design (5 min):
    In full group, review the final map, highlighting “Avoid” zones and areas of uncertainty. Co-create a draft learning pathway that balances healthy challenge, genuine excitement, and clear support.

Contextual Sensitivity & Shared Ownership: 
Emotional responses and support needs vary across cultures and identities. Participants are encouraged to steward their own tolerance windows and lean on facilitator support when needed—knowing that genuine co-creation depends on open dialogue, mutual respect, and shared ownership of the learning process.