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

#LTHEchat

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 teacherstudent 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. [28] 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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