This is our (Dr Vicki Dale and mine) blogpost now ready on the LTHEChat website. Join us next Wed (12th of December) in @LTHEChat in a conversation about active learning and disruptive pedagogies
Active Learning and Disruptive Pedagogies
In this #LTHEChat, we would like to explore the disruptive potential of active learning.
It is probably easier to define what active learning is not, than what it is. While a concise definition for active learning remains elusive, during our Active Learning course, we have bought into Kovbasyuk and Blessinger’s (2013) ‘vision of education’ as an ‘open meaning-making process’; the interaction between the teacher, student and space at the core of active learning. This open process of negotiation inevitably and to some degree deliberately causes friction, even cognitive dissonance:
“O’Donoghue et al.  argue that that transformative learning constitutes situated processes of reflexive learning around tensions, discontinuities and risk in local contexts in multi-actor groups.” (Lotz-Sisitka et al, 2015, p.75)
One of our course participants asked ‘W
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