Active and inquiry-based learning, with particular reference to large classes
Room 242, Alice Hoy
**Registrations are now closed.**
"It is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve linking the doing and the thinking.” (Gibbs 1988, 9)
This interactive workshop aims to explore practical ways of designing active and inquiry-based learning into the curriculum particularly in large classes. The argument of this workshop is that we need to see our students as producers not just consumers of knowledge, where they are engaged in active and inquiry-based learning and producing knowledge for themselves. Participants will leave this workshop with practical ways in which they can incorporate active and inquiry-based learning into their subjects, whether it is a short activity in class, a whole session, or the whole subject.
The workshop will be run by Professor Mick Healey, Healey HE Consultants and University of Gloucestershire, UK.
**Places are limited. Priority will be given to teaching specialists and academic staff with subject coordination responsibilities**
A light morning tea will be provided at the conclusion of the workshop.
Mick Healey is an HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK. Until 2010 he was Director of the Centre for Active Learning, a nationally funded Centre for Excellence in Teaching and Learning. He is currently The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada and a Visiting Fellow at the University of Queensland. He was one of the first people in the UK to be awarded a National Teaching Fellowship and to be made a Principal Fellow of the HE Academy. In 2015 he received the Distinguished Service Award from the International Society for the Scholarship of Teaching and Learning. Mick has written and edited over 200 papers, chapters, books and guides on various aspects of teaching and learning in HE, with a particular emphasis on research and inquiry-based learning and students working in partnership with staff. He has over 8,750 citations. He was co-editor of the International Journal for Academic Development (2010-13) and is currently Inaugural Senior Editor International Journal for Students as Partners. He is often asked to act as an advisor to projects, universities and governments on aspects of teaching and learning. He has presented at around two-thirds of Australian universities.