In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.

1. Putting the “Learning” back into
Active Learning
Anselm Paul, Senior Learning Designer
Navitas Learning and Teaching Services | Melbourne, Australia

2. Page 2Putting the “Learning” back into Active Learning
Activity – What is Active Learning?

3. What is Active Learning?
“Active learning is generally defined as any
instructional method that engages students in the
learning process.” (Prince, 2004, p223)
Page 3Putting the “Learning” back into Active Learning

4. The Active Learning ‘Advocate’
Page 4Putting the “Learning” back into Active Learning
“I’ve been teaching business accounting at the college for 20
years. I must be a very well-liked teacher. My students say
I’m charismatic and humorous.
I believe the best way for students to learn is through active
learning. Active learning happens best in a fun, friendly
environment with lots of peer-to-peer interactions and games
– lots of it!” – Mr A
Learning and Teaching Issue: Low pass rates

5. The Active Learning ‘Adversary’
Page 5Putting the “Learning” back into Active Learning
“I am a fully-qualified psychologist with more than 10 years’
working experience. I teach an introductory Psychology unit.
My students say I am really knowledgeable in my discipline
and that they find me engaging.
I don’t believe in active learning. I think the best way for
students to learn is to listen closely and carefully to expert
knowledge being shared. I show them videos to break it up
a little sometimes!” – Dr B
Learning and Teaching Issue: Low lecture attendance

6. What is Learning?
Learning is a process by which a person
assimilates information, ideas, actions and values
and thus acquires knowledge, skills and/or the
application of the knowledge and skills.
Page 6Putting the “Learning” back into Active Learning
2013 AQF Glossary of Terminology

7. How can we ‘see’ Learning?
Learning outcomes are the expression of the set
of knowledge, skills and the application of the
knowledge and skills a person has acquired and
is able to demonstrate as a result of learning.
Page 7Putting the “Learning” back into Active Learning
2013 AQF Glossary of Terminology

8. Page 8Putting the “Learning” back into Active Learning
Learning Outcomes for this Webinar
[Application]
[Knowledge]
On successful completion of this webinar, participants will be able to….
[Skills]
LO1
Articulate an understanding of Active Learning
LO2
Examine learning and teaching practices for Active
Learning
LO3
Implement Active Learning using Bloom’s Taxonomy and
Flipped Learning

9. Page 9Putting the “Learning” back into Active Learning
Remember
Understand
Apply
Analyse
Create
Evaluate
Produce new or original work
design, assemble, construct, conjecture, develop, formulate, author, investigate
Justify a stand or decision
Appraise, argue, defend, judge, select, support, value, critique, weigh
Draw connections among ideas
differentiate, organize, relate, compare, contrast, distinguish, examine
Use information in new situations
execute, implement, solve, use, demonstrate, interpret, operate
Explain ideas or concepts
classify, describe, discuss, explain, identify, locate, select
Recall facts and basic concepts
define, duplicate, list, memorise, repeat
[Application]
[Skills]
[Knowledge]
(Re)Introducing Bloom’s Taxonomy

10. Page 10Putting the “Learning” back into Active Learning
Example Student Activities
Remember
Understand
Apply
Analyse
Create
Evaluate
View a video and record observations
Chunk information and create a mnemonic
Point out real-world applications for a system
Grade a peer’s work using a rubric
Compare and contrast two solutions to a problem
Rewrite the ending of a story
[Application]
[Skills]
[Knowledge]

11. Where are we?
 A shared understanding of active learning
 Anchored our conception of active learning on learning
 ‘Unpacked’ learning through Bloom’s Taxonomy
 Example activities to platform learning
Next Steps
How can we make learning more active?
Putting the “Learning” back into Active Learning

12. Conventional vs Flipped Learning
During Class
Before Class
After Class
Icons made by Freepik from www.flaticon.com
[Application]
[Skills]
[Knowledge]
Putting the “Learning” back into Active Learning

13. Active Learning with Bloom’s Taxonomy
Page 13
Create
Evaluate
Analyse
Apply
Understand
Remember
After
Class
During
Class
Before
Class
Write a summary
Read the text
Work out a solution with guidance
Identify a gap in learning
Prepare a presentation
[Knowledge]
[Skills]
[Application]
Analyse solutions across a range of
problems
Putting the “Learning” back into Active Learning

14. Supporting Active Learning
Page 14Putting the “Learning” back into Active Learning
High challenge tasks
Low challenge tasks
High supportLow support
Anxiety / Frustration
Boredom / Pointlessness Learned Helplessness
Engagement / Transformation
(Mariani, 1997; Wilson & Devereux, 2014)

15. Questions
Putting the “Learning” back into Active Learning

16. Active Learning ‘Cheat Sheet’ – Page 1
Page 16Putting the “Learning” back into Active Learning
Phase Bloom’s
Category
Key Question Examples of Active Learning
Before Class
[Knowledge]
Remember What tasks will students
complete to help them
remember and understand
key ideas from the text?
 Read an article and attempt a quiz
 View a video and record their observations
 Identify concepts and prepare a glossary
 Chunk information and create a mnemonic
Understand  Write a summary on OR mind-map ideas from an article
 Post an explanation of a concept using plain language
 Re-present a formula using visuals, narratives or a play!
 Diagram a software program with a flowchart
 Storyboard a process
During Class
[Skills]
Apply What activities will students
participate in to apply their
understanding of key ideas and
analyse this application of
understanding?
 Jointly construct a report with peers or the teacher
 Solve a problem with guidance from peers, the teacher or
with the help of a scaffold
 Make changes to a computer program OR essay
 Explain a concept or demonstrate a task to peers
 Point out real-world applications for a system
 Role play
Recreated from https://www.adelaide.edu.au/flipped-classroom/resources/Flipped_Classroom_Design_Template.pdf

17. Active Learning ‘Cheat Sheet’ – Page 2
Page 17Putting the “Learning” back into Active Learning
Phase Bloom’s
Category
Key Question Examples of Active Learning
During Class
[Skills]
Analyse What activities will students
participate in to apply their
understanding of key ideas and
analyse this application of
understanding?
 Compare and contrast peer-written summaries
 Organise peer annotations on an article by themes
 Participate in a ‘Gallery Walk’ and ask questions
 Form ‘expert’ groups and share research ideas
 Independently solve a problem with less guidance
 Predict additional problems from solutions to a problem
 Critique relevance to ‘real’ world situations
After Class
[Application]
Evaluate What opportunities will
students be offered to evaluate
what they have learnt so far
and to extend this learning
(create)?
 Post a ‘what-I-have-learnt’ response to the class blog
 Attempt a test-for-understanding quiz
 Review a teacher-prepared checklist
 Grade a peer’s work using rubrics
Create  Write a report OR code for a programming module
 Record a podcast / demonstration
 Propose a (new) theory with justification
 Prepare a presentation
 Contribute a quiz question
 Respond to questions on the discussion board
 Redefine or extend a concept with justification
 Summarise / Synthesize class discussions
Recreated from https://www.adelaide.edu.au/flipped-classroom/resources/Flipped_Classroom_Design_Template.pdf

18. References
• Bergmann J., (2016, April 17). Reframing the Flipped Learning Discussion [Blog post]. Retrieved from
http://www.jonbergmann.com/reframing-the-flipped-learning-discussion
• Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3),
223-231.
• Gomes, L., & Paul, A. (2018, September 13). Scaffolding learning and maximising engagement out of class
[Webinar]. In Learning and Teaching at Navitas Series. Retrieved from https://learningandteaching-
navitas.com/playagain/scaffolding-learning-maximising-engagement-class
• Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives: A Journal of TESOL Italy,
XXIII (2). Retrieved from http://www. learningpaths. org/papers/papersupport. htm.
• Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and
Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100.
Page 18Putting the “Learning” back into Active Learning

19. Page 19Putting the “Learning” back into Active Learning
Thank You