Show, Tell and Talk: Designing Active Learning Sessions – in-person interactive workshop

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Students wishing to attend this event can register on Eventbrite

This interactive session, chaired by Ros O’Leary, will demonstrate how you can design and engage students in interactive sessions and will involve a range of staff with differing approaches from different disciplinary areas. 

Contributors include: 

Dr Marios Kremantzis (School of Management) 

In this part of the workshop, we will look at the Team-Based Learning (TBL) approach, which is a powerful way of peer learning. We will hear how the TBL has been put into practice to further engage students and help them become even more familiar with the course material to successfully solve problems. In particular, we will explore the 4-step Readiness Assurance Process to which TBL relies upon; this is implemented to ensure that learners are motivated to make preparation before class and then turn it into true readiness to cope with multiple choice questions and application case studies/exercises during the class. We will invite you to gain hands-on experience in using a cloud-based web application (InteDashboard) for TBL quizzes and cases. 

Further reading about the Team-Based Learning approach: 

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (Eds.). (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching (1st Pbk. Ed edition). Sterling, Va: Stylus Publishing. 

 Persky, A.M.  (2012). The Impact of Team-Based Learning on a Foundational Pharmacokinetics Course. American Journal of Pharmaceutical Education: Volume 76, Issue 2, Article 31. 

 Sibley, J., Ostafichuk, P., Michaelsen, L. K., Roberson, B., Franchini, B., & Kubitz, K. (2014). Getting Started With Team-Based Learning (1 edition). Sterling, Virginia: Stylus Publishing. 

Professor James Norman and Andy Crossley (Civil Engineering) 

In our unit Civil Engineering Practice we are teaching students about how to build buildings. And what better way to learn than actually build a skyscraper, or a stadium. Unfortunately, these costs hundreds of millions of pounds, so we reach for the next best thing Lego!  Through playful scenario setting, by adding risks through the role of a nice, and costing the build of the New York’s skyline students are exposed to a number of real life challenges and practices, all whilst having fun. And in this session you will get to have a go too. Come along, build New York, whilst we share videos and stories that explain how our students are learning through play. 

Dr Annika Johnson – Asymmetric Curiosity (Economics) 

Active learning is just as important in large group settings as small classes, but motivating students to engage without the instructor closely overseeing each student’s actions might mean the student doesn’t fully participate and they then miss out on learning. In this section we look at a simple method to prompt student’s curiosity in a large group setting and use this to incentivise all students to follow each and every logical step in the outline of a proof. It is simple, random act of curiosity used annually to teach asymmetric information in Economics.  

Note: Please make the presenter aware of any citrus allergies at the beginning of the session.  

Professor Francesco Fornetti (Electrical and Electronic Engineering) 

Will attend on the day and answer any informal questions related to taking a holistic approach to designing active learning sessions for which supporting resources will be provided to attendees ahead of the event.