This insightful new book explores perspectives on active learning as creative discovery, conceptualisations of active learning spaces and transitions from theoretical approaches to active learning practice. It draws on the experiences of academics, learning technologists and clinical practitioners, and invites the reader to think about our conceptualisations of active learning and to move beyond mere demonstrations of its effectiveness.
With contributions from academics and NHS practitioners, this publication will make a unique contribution to the literature that increasingly points to the value, impact and reach of active learning pedagogy. It importantly addresses the need for active learning, highlighting some of the many theoretical issues that active learning raises through three broad lenses:
- The idea of active learning as creative play
- The use of theoretical models in designing active learning
- The transition from active learning theory to practice
Aimed at anyone with an interest in active learning as a pedagogical approach, Active Learning in Higher Education provides a starting point for further discussion and development of pedagogical theory, becoming an essential read for educators, school leaders as well as researchers in the field of education.
0. Introduction to "Active Learning in Higher Education" Dr Wendy Garnham 1. The University of Active Learning, Play and Storytelling - A thought-experiment about a different kind of institution Tab Betts 2. Play not Tell: agency and becoming in the playful university Roy Hanney 3. Bricolage as a holistic model for active learning Dr Sarah Honeychurch 4. The role of active learning in transformative learning and teaching experiences Dr Christina Magkoufopoulou 5. Active Cognitive Tasks - Synthesising frameworks for active learning online Mary Jacob 6. Prospects for co-active learning Sam Elkington 7. From theory to practice-Active learning in the flow of clinical work Nick Leney and Helen Winter 8. A contemplation on four active learning tasks: what do pedagogic theories suggest about them? Dr Paolo Oprandi 9. Conclusion Dr Isobel Gowers