{"id":8486,"date":"2026-04-22T12:38:59","date_gmt":"2026-04-22T11:38:59","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=8486"},"modified":"2026-04-22T16:49:07","modified_gmt":"2026-04-22T15:49:07","slug":"book-review-making-active-learning-happen","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2026\/04\/22\/book-review-making-active-learning-happen\/","title":{"rendered":"Book Review: Making Active Learning Happen for All \u2013 Practical Ideas for Developing and Sustaining Active Learning"},"content":{"rendered":"\n

This is an comprehensive 511 page resource edited by Sarah Wilson-Medhurst and Janet Horrocks drawing on contributions from the Active Learning Network<\/a> and its members. As a bonus, the book is helpfully published under a Creative Commons license (CC-BY-NC-SA)<\/p>\n\n\n\n

The book Making Active Learning Happen for All<\/a> is laid out in 7 sections<\/p>\n\n\n\n

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  1. So Why is Embedding and Sustaining Active learning a Problem, and What Can We Do About it?<\/li>\n\n\n\n
  2. Approaches to Embedding and Sustaining Active Learning Across the Institution<\/li>\n\n\n\n
  3. Shifting Staff Mindsets<\/li>\n\n\n\n
  4. Promoting Staff Self-Regulation and Adaptation<\/li>\n\n\n\n
  5. Shifting Student Mindsets<\/li>\n\n\n\n
  6. Promoting Student Self-Regulation and Adaptation<\/li>\n\n\n\n
  7. Designing and Implementing Sustainable and Inclusive Active Learning Experiences<\/li>\n<\/ol>\n\n\n\n

    After the first introductory section, the remaining sections comprise short articles, opinion pieces and case studies from a range of perspectives. It\u2019s really easy to navigate and a rich resource that is worth dipping into.<\/p>\n\n\n\n

    Section 2, Embedding Active Learning Across the Institution <\/strong>starts with systems level perspective on the challenges of implementing Active Learning \u2013 grouping challenges into those relating to mindset; purpose and goals; structure; and elements and resource. From here the chapter then explores how a number of institutions have supported the adoption of active learning. We read of the satellite Active Learning Network<\/a> in Anglia Ruskin University providing a space where staff can share ideas, reflect on experience and build collective expertise.\u00a0 Manchester Metropolitan University has an Innovation Scholar Scheme<\/a> where educators are fractionally seconded to MMUs Centre for Learning Enhancement and Educational Development Unit. The Case Study from Herriot Watt<\/a> had lots of practical tips \u2013 how they have encouraged the use of active learning in their curriculum framework through consistent messaging, use of examples, tips on low preparation activities<\/a>, through training sessions and a storyboard toolkit.<\/p>\n\n\n\n

    Section 5<\/a> unpicks some of the essential underpinnings for Active Learning,  I particularly appreciated the examples offered by Sophia Zevgoli in \u201cActive Learning and Culture in Sync: Making it work for an Inclusive Classroom\u201d<\/a> \u2013 her chapter focusses on normalising mistakes and removing cultural barriers. Section 6<\/strong> speaks to the development of capabilities and attributes that enable students to \u201cnavigate the active learning terrain\u201d \u2013 the need for deliberate scaffolding, the role of critical team coaching and mature perspectives on the role of GenAI.<\/p>\n\n\n\n

    Section 7<\/strong><\/a> features a number of detailed active learning case studies. Some of my favourites are below:<\/p>\n\n\n\n