Designing Active Pedagogies

Sheridan, N. , Dale, V., Breslin, M. , Charters, M., Docherty, F. , Karadaglic, D., Karlsson-Brown, P. , Reid, D. and Robertson-Kirkland, B. (2019) Designing Active Pedagogies. 12th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 2-3 Apr 2019.

197477.pdf - Presentation



"Designing active pedagogies" is a 10-credit course delivered as part of the PGCAP/MEd in Academic Practice. In designing this course, we [Sheridan and Dale] took a creative approach, enabling learners to experiment with notions of place, space and active learning. Using a narrative framework for course design (the five steps of Freytag’s (1894) pyramid), we created activities to: 1. Establish a starting point (‘exposition’) for exploration by introducing the learners to our underpinning theoretical framework, which examines the intersections (1st, 2nd and 3rd spaces) between student, teacher and place domains; 2. Create the potential for cognitive dissonance (‘rising action’) by introducing participants to the theory and practice of digital storytelling (Bernard, 2008), object-based learning (Chatterjee, 2011) and learning landscapes (Löw and Goodwin, 2016), with the potential to apply these to their own teaching practice; 3. Enable learners to create and get peer feedback on their formative artefacts (‘climax’); 4. Encourage learners to showcase their learning from previous sessions, inside and outside the classroom (‘falling action’); and 5. Empower learners to integrate the active pedagogies into their own teaching practice as a result of their reflections and scholarly engagement through the summative assessment (‘denouement’). Learners brought with them their own prior understanding of active learning from their own disciplines, which was a resource we were able to draw on in terms of co-constructing elements of the course. Learners will share their experiences of what the course meant for them in terms of further developing their teaching practice, illustrated through multimedia course artefacts.

Item Type:Conference or Workshop Item
Keywords:Student partnership, scholarship, SoTL, active learning.
Glasgow Author(s) Enlighten ID:Karlsson-Brown, Dr Paula and Docherty, Dr Frances and Charters, Mr Mark and Robertson-Kirkland, Dr Brianna and Dale, Dr Vicki and Tasler, Dr Nathalie and Reid, Dr Donald and Breslin, Mark
Authors: Sheridan, N., Dale, V., Breslin, M., Charters, M., Docherty, F., Karadaglic, D., Karlsson-Brown, P., Reid, D., and Robertson-Kirkland, B.
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
College/School:University Services > Learning and Teaching Services Division
College of Arts > School of Critical Studies > Scottish Literature
College of Arts > School of Culture and Creative Arts > History of Art
College of Medical Veterinary and Life Sciences > School of Life Sciences
College of Science and Engineering > School of Chemistry
College of Social Sciences > Adam Smith Business School > Management
College of Social Sciences > School of Education > Pedagogy Policy and Practice
Copyright Holders:Copyright © 2019 The Authors
Publisher Policy:Reproduced with the permission of the Author
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