Introduction to theory and curriculum design

Within this theme, we discuss the radical redesign of teaching and learning for active learning. Active learning should not be an add-on to a curriculum: for it to work well and not to be resisted by colleagues and students, it should be embedded deep into the curriculum design. Additionally, active learning is about providing opportunities to practise the application of knowledge (Pratt-Adams et al., 2020). In an active learning, curriculum knowledge is constructed, applied and evaluated through activity, which might include physical, mental and emotional acts of learning (Taylor et al., 2019). While the core aims tutors have for their students’ learning does not need to change, it is likely that the aims will need to reflect the active learning tasks and some changes in emphasis will need to be made. Furthermore, learning activities and assessment are interwoven and aligned. If students have engaged in actively applying knowledge to their contexts then assessments need to reflect this new activity (Ruge et al., 2019). Under this theme heading, we consider the institutional approaches to applying active learning across the campus in terms of decentralising knowledge production, welcoming the students’ contributions to the discipline they are studying and changing the educational processes and physical spaces. We then move on to consider designing the curriculum for active learning at a modular level. Finally, we consider the particular challenges to curriculum design that the Covid-19 pandemic and lockdown presented and the active learning solutions that tutors came up with