Conference SubthemesThe themes for this year’s conference are as follows:
Being, belonging and becoming – being active as we learn and teach shapes who we are individually and together. We form new identities, roles and fluencies as we grow in confidence to make a difference in the world. What acts of learning change us? How do collaboration and negotiation change the individual? How do we reflect in and on action? How do we connect one act to another in the curriculum? Whether teacher or learner, how do we ‘become’?
Transformative learning and teaching Transformative learning and teaching give the opportunity for new experiences and perspectives to be formed. Transformational educators create the right environment for students and offer opportunities for critical reflection and self-assessment. Learning and teaching can also be transformative for the educators themselves. For this theme, we are looking for innovative and creative learning and teaching practices that lead to transformation. What do you define as transformative learning and teaching, how do we support our learners’ through this process and how do our practices transform us through this interaction?
Wellbeing considerations in active learning – Physical and mental health are intertwined. We know that mental health issues have been exacerbated by the constant changes in the HE landscape for both students and staff. Given that wellbeing is fundamental to growth and self-actualisation, what role does active learning play in maintaining a sense of balance? Through individual, cooperative or collaborative learning, how do action and reflection stimulate wellbeing?
Inclusive practices and active learning – how do we ensure that all learners are included in active learning and teaching? How do teaching practices respect and promote equality and diversity? Can we assume that all learners are comfortable working cooperatively or collaboratively with other learners? If not, what other opportunities can we offer for active learning and transformation? How does adhering to good practice in terms of accessibility and inclusion (physically and digitally) facilitate participation in active learning?
Education for Sustainable Development – in today’s constantly changing world, we are becoming more aware of the importance of sustainability in terms of tackling climate change, alleviating poverty, and seeking opportunities for peace. These and other values are enshrined in the UNESCO Sustainable Development Goals (SDGs). Education for Sustainability (ESD) seeks to embed these goals within learning and teaching, encouraging learners to collaborate on solving real-world challenges. How does active learning facilitate learner and teacher commitment to sustainability?
Wildcard – The conference is keen to accept other excellent contributions aligned to the overall conference theme but which may not fit easily under the sub-themes. How else might active learning allow us to move forward with confidence?
Review CriteriaWhen submitting your proposals, please consider the review criteria below:
Connection to the overall conference theme – Moving forwards with confidence in active learning, and the selected conference subtheme.
Level of innovation and relevance of the proposal for a wide audience.
Consideration that the content of proposal can be successfully delivered during the allocated time for the selected session type.
Selection of strategies for maximising audience engagement.
The proposals will be double peer-reviewed and a score of 1-4 will be allocated for each of the criteria.
Session typesThis years conference session types aim to maximise audience engagement and interaction. We are therefore accepting proposals for one of the following types:
Short presentation: For this type of session, you will deliver a 10 minutes presentation that will stimulate a 5 minute discussion to develop the ideas presented.
Interactive workshops: For this type of session, you will actively engage the audience for 45 minutes and offer opportunities for collaboration, co-creation, or active learning.
Provocations: For this type of sessions, we would like to invite the authors to recommend provocative quotes that will engage the audience in a lively discussion for 20 minutes. The authors would be responsible for facilitating the discussion. Example of provocations could be “All lectures must be banned” or “Every session has to be student-centred”.
Digital posters: Digital posters can be pdf files or short 5 minute recorded presentations, that will be delivered and shared with the audience asynchronously. You may be invited to participate in a panel of similar themed posters.
Call for proposalsThe call for submissions is now closed
Dr Vicki H.M. Dale BSc MSc MEd PhD CMALT SFHEA , Senior Academic and Digital Development Adviser, University of Glasgow
Vicki in her role is championing active learning, and technology-enhanced/blended learning and teaching.
Dr Frances Docherty , Lecturer in Physical Chemistry, University of Glasgow
Frances’s scientific interests are in materials chemistry and she worked as a researcher in academia and as a manager in industry before moving to a chemical education track. Her current research interests are around maths support through active learning, and developing students as self-directed learners. She is also very interested in the mind body connection and embodied learning.
Dr Sarah Honeychurch , Good Practice Adviser, University of Glasgow
Sarah has a PhD in participatory learning and her current research interests are in remix, lurkers, and authentic learning, teaching and assessment.
Dr Christina Magkoufopoulou, SFHEA, Academic Developer, Coventry University
Christina is involved in the teaching of the Postgraduate Certificate in Academic Practice in HE. Her scholarly interests include Active Learning, Communities of Practice and Assessment and Feedback.
The organising committee would like to thank Dr Andrew Middleton , Deputy Head of Anglia Learning and Teaching, Anglia Ruskin University, for providing advice on conference organisation