Presentation at the Practical Pedagogy Conference. The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches. Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.

1. Recognising the value
of interdependence
through cooperative
active learning
Sue Beckingham NTF
Sheffield Hallam University
Practical Pedagogy Conference
#PracticalPedagogoy1

2. In the preface of the Didactica Magna (1628) Comenius writes:
John Amos Comenius (1592-1670)
Keatinge, M. W. (1907) The Great Didactic of John Amos Comenius London: Adam and Charles Black.
https://ia800204.us.archive.org/21/items/cu31924031053709/cu31924031053709.pdf
“Let the main object of this, our
Didactic, be as follows: To seek
and to find a method of
instruction, by which teachers
may teach less, but learners
may learn more.”
A move from students passively listening
But how...

3. “The inability of students to appreciate the scope,
meaning, and limitations of science reflects our
conventional lecture-oriented curriculum with its
emphasis on passive learning. The student's
traditional role is that of a passive note-taker and
regurgitator of factual information. What is urgently
needed is an educational program in which
students become interested in actively knowing,
rather than passively believing.”
Volpe 1984, as cited in Michael 2006

4. The demographic highs and lows
English 18-year old population 2009-2034
(Bekhradnia, B. and Beech, D. 2018: 17)
The changing size of the 18 year-old cohort, the dominant age group served by the sector

6. Promoting active learning
“Active learning simply means getting involved with the
information presented – really thinking about it
(analyzing, synthesizing, evacuating) rather than just
passively receiving it and memorising it.”
(King, 1993)
Moving from being the sage on the stage to
guide on the side

7. Learning activities to incorporate into a lecture
Think-pair-share Generating examples Developing scenarios
Concept mapping Flowcharting Predicting
Developing rebuttals Constructing tables/graphs Analogical thinking
Problem posing Developing critiques Pair summarising/checking
(King, 1993:31)

8. No need to reinvent
the wheel!
Brown, S. (1996) The Art of Teaching in Small Groups 1. New
Academic, 5(3). https://www.seda.ac.uk/new-academic-issue-5-3-
1996/
https://www.seda.ac.uk/wp-content/uploads/2020/09/New-
Academics-5.3.pdf
Brown, S. (1997) The Art of Teaching in Small Groups 2. New
Academic, 6(1). https://www.seda.ac.uk/new-academic-issue-6-1-
1997/
https://www.seda.ac.uk/wp-content/uploads/2020/09/New-
Academics-6.1.pdf
Brown, S. (2021) Assessment, Learning and Teaching. https://sally-
brown.net/

9. Pre-pandemic - Adapted the way I teach
1 hour lecture
+ 1 hour seminar
2 hour workshop

10. “Laptops in a box”

11. Interactive blended learning
Polls and Quizzes

12. Interactive blended learning
Whiteboards and Pinboards
Miro

13. Interactive blended learning
Community

14. Interactive reflective learning

15. “Active learning is the process of having students engage in
some activity that forces them to reflect upon ideas and
how they are using those ideas. Requiring students to
regularly assess their own degree of understanding and
skill at handling concepts or problems in a particular
discipline. The attainment of knowledge by participating or
contributing. The process of keeping students mentally,
and often physically, active in their learning through
activities that involve them in gathering information,
thinking, and problem solving.”
(Collins and O’Brien, 2011)

16. “Collaborative learning is the umbrella term encompassing many forms of learning, from small group projects to more
specific forms of learning.” (Collins and O’Brien, 2011)
Problem-Based Learning
An instructional approach that organizes the curriculum around loosely
structured problems that students attempt to solve by using knowledge
and skills from several disciplines or subject areas. Faculty members
work as facilitators, guides, and coaches, and students take some
ownership of the learning process as they work to seek viable solutions
to the problem.
(Collins and O’Brien, 2011)
Cooperative Learning
Students work together in small groups on a structured activity.
They are individually accountable for their work, and the work of
the group as a whole is also assessed.
(Collins and O’Brien, 2011)
Team based learning
An evidence based collaborative learning teaching strategy designed
around units of instruction, known as “modules,” that are taught in a
three-step cycle: preparation, in-class readiness assurance testing, and
application-focused exercise.
(TBLC, nd)
Inquiry teaching /Inquiry based learning
A form of instruction in which teachers provide students with
information, experiences, or problems that serve as the focus for
the students’ research activities. The students generate
hypotheses or tentative solutions, gather relevant data, and
evaluate the data to arrive at a conclusion.
(Collins and O’Brien, 2011)
Collaborative Learning
A method of teaching and learning in which
students work together to explore a significant
question or create a meaningful project.
(Collins and O’Brien, 2011)

17. Collaborative Learning
“In collaborative learning, the focus is on working with each other (but
not necessarily interdependently) toward the same goal… toward
discovering, understanding, or production of knowledge”
(Davidson & Major, 2014:21)
Examples: Reports or presentations in which tasks are split among
group members.
Cooperative earning
“Students work and learn together actively in small groups to
accomplish a common goal in a mutually helpful manner”
(Davidson & Major, 2014:14)
Examples: Jigsaw activities Think / Pair / Share, Three-Step Interview
Team-Based Learning
“TBL shifts the focus of instruction away from the teacher as dispenser
of information and instead places the focus on students actively
engaging in activities that require them to use the concepts to solve
problems… every aspect of a TBL course is specifically designed to
foster the development of self-managed learning teams”
(Michaelsen, Davidson, & Major, 2014:58)
Examples: Flipped classroom model
Problem-Based Learning
“In the problem based approach, complex, real-world problems are
used to motivate students to identify and research the concepts and
principles they need to know to work through these problems.
Students work in small learning teams, bringing together collective
skill at acquiring, communicating and integrating information. (Duch et
al, 2001:6)
Examples: Case method, Simulated client interaction client
interaction

18. Learning
approaches
CASE
based learning
COMMUNITY
based learning
COMPETENCY
based learning
EXPERIENTIAL
based learning
GAME
based learning
INQUIRY
based learning
OBJECT
based learning
PHENOMENON
based learning
PRACTICE
based learning
PROBLEM
based learning
PROJECT
based learning
SCENARIO
based learning
TEAM
based learning
WORK
based learning

19. Learning activities
Laurillard (2012) sets out six types of learning activity (Acquisition, Inquiry, Discussion, Practice, Collaboration,
Production) and suggests that a balanced mix of several or all these different types is important for effective learning.
Acquisition
Students acquiring knowledge through
listening, reading and thinking.
Flipped learning
Online lecture
Inquiry
Students explore a question, problem,
scenario or task.
In class/Online/Hybrid seminar
Discussion
Students exploring, challenging and
evidencing understanding by talking to
tutors and peers.
In class/Online/Hybrid seminar
Practice
Students developing practical skills
through experimentation and experience.
Live practical
Remote lab
Simulated practice
Collaboration
Students working together to explore or
create something.
Group project
Group presentation
Production
Students creating products which are
assessed.
Report, artefact

20. Cooperative learning
“Students work and learn together
actively in small groups to accomplish a
common goal in a mutually helpful
manner”
(Davidson & Major, 2014:14)

21. Social interdependence theory
Social interdependence exists when the outcomes of individuals are
affected by each other’s actions.
There are two types of social interdependence:
1. positive: when the actions of individuals promote the achievement
of joint goals
2. negative: when the actions of individuals obstruct the achievement
of each other’s goals.
(Johnson and Johnson, 1989).

22. Interdependence
Social interdependence exists when
the outcomes of individuals are
affected by each other’s actions
Dependence
Social dependence exists when the
goal achievement of Person A is
affected by Person B’s actions, but
the reverse is not true.
Independence
Social independence exists when the
goal achievement of Person A is
unaffected by Person B’s actions and
vice versa. The result is individualistic
efforts.
Helplessness
Social helplessness exists when
neither the person nor others can
influence goal achievement.
YES
NO
YES
NO
Own actions
facilitate one’s goal
achievements
Other’s actions
facilitate one’s goal
achievements
Adapted from Interrelations among individuals (Johnson and Johnson, 2005:287)

23. Types of Learning
• Self-directed - learn independently
• Collaborative - learn with others
• Cooperative - learn from others
• Guided - learn with an expert
• Didactic - learn from an expert

25. The inter(active) classroom
Interactive learning is building student engagement through
scaffolded social interaction. Formative activities and/or
assessment support this.
Active learning is where students take an active part in the
learning process

26. “Active blended learning combines sense-making
activities with focused interactions (with content,
peers and tutors) in appropriate learning settings –
in and outside the classroom”
(Armellini et al, 2021:433)

27. The Learning Activity
Smörgåsbord

28. ONLINE
IN PERSON CLASSROOM
ACTIVE
PASSIVE MONOLOGUE/TRANSMIT DIALOGUE/INTERACT
ASYNCHRONOUS (INDIVIDUAL)
FIXED CLASSROOM (ROWS/STATIONS)
DIDACTIC STYLE
FLEXIBLE CLASSROOM (+ LAPTOPS)
(INTER)ACTIVE/BLENDED STYLE
SYNCHRONOUS (CLASS)
APPLY
CONSUME
EXPERT VIDEOS
ASSESSMENT BRIEF
SCREENCAST
RECORDED
LECTURES
VLE MATERIALS
ACTIVE
LECTURE
PODCASTS
DISCUSSION
BOARDS
KNOWLEDGE
LECTURES
DEMONSTRATIONS
SELF-REFLECTION
PRINTED HANDOUTS
e.g. voice, gestures, coloured cards, poll/quiz, structured notes,
skeleton slides.
ACTIVE
LECTURE
e.g. voice, chat, emoticons,, poll/quiz, structured notes,
skeleton slides.
GROUP
WORK
e.g. breakout rooms/screenshare, walkthroughs, collab
annotation, presentations, note-taking pairs, think-pair-share,
peer teaching, discussions, debates, jigsaw, fishbowl, collab
docs,, virtual boards, escape rooms, case method, hackathons.
GROUP
WORK
e.g. walkthroughs, collab annotation, presentations, note-
taking pairs, think-pair-share, peer teaching, discussions,
debates, jigsaw, fishbowl, collab docs, virtual boards,
whiteboard/flipchart, escape rooms, scavenger hunt, Lego
Serious Play, role play, field trips, case method, hackathons.
INDIVIDUAL
WORK
e.g. mind mapping, concept mapping, reflective e-portfolios,
walkthroughs, presentations, mood boards, photo elicitation,
1 min paper, infographics.
‘HOW TO’ VIDEOS
INDIVIDUAL
WORK
e.g., mind mapping, concept mapping, reflective e-portfolios,
posters and gallery walk, experiments, walkthroughs,
presentations, mood boards, photo elicitation, . 1 min paper,
infographics.
DIAGNOSTIC
TESTS
PRACTICE/COMMUNITY/WORK/CASE/PROBLEM/INQUIRY/PROJECT/TEAM/PHENOMENON/
SCENARIO/GAME/COMPETENCY/OBJECT/EXPERIENTIAL BASED LEARNING
VIRTUAL
SIMULATION
LAB WORK
STUDIO
PRACTICE/COMMUNITY/WORK/CASE/PROBLEM/INQUIRY/PROJECT/TEAM/PHENOMENON/
SCENARIO/GAME/COMPETENCY/OBJECT/EXPERIENTIAL BASED LEARNING
CO-CURRICULAR
ACTIVITIES
These
can
also
be
(inter)active
STUDY SKILLS
SESSIONS
LINKEDIN
LEARNING
COURSE STUDENT
REP
CAREERS FAIRS
AND WORKSHOPS
EXTRA-
CURRICULAR
ACTIVITIES
STUDENT
RADIO
ONLINE
JAMS/HACKS
STUDENTS AS
PARTNERS
PART-TIME
WORK
VOLUNTEERING
STUDENT
AMBASSADOR
COMMUNITY
SERVICE
SPORT
PEER (PAL)
MENTORING
CHARITY
FUNDRAISING
LANGUAGES
ENGAGE
COLLABORATE
THRIVE
CHALLENGE
HEALTH AND SAFETY
TRAINING
VR/AR
PRACTICE
TESTS
WORKBOOKS/SHEETS
TEXT BOOKS
PAPERS
INTERNSHIPS
PLACEMENTS
START-UPS
SPECIALIST
WORKSHOPS
ENTERPRISE
SCHEMES
Formative
activities
can
be
linked
GO GLOBAL
SCHEMES
CASE STUDIES
+ AMBIENT LEARNING SPACES
e.g. learning hubs, library, refectory, SU and open spaces
+ PEER LEARNING SPACES
e.g. text, chat apps, social media, email
SIMULATION
SUITES
REMOTE LAB
STUDENT
NEWSPAPER
STUDENT
SOCIETIES

29. Co-curricular vs Extracurricular
Generally speaking, co-curricular activities are an extension of
the formal learning experiences in a course or academic
program, while extracurricular activities may be offered or
coordinated by a school [college or university], but may not be
explicitly connected to academic learning.
https://www.edglossary.org/co-curricular/

30. Curricular
activities
Part of the course
curriculum
Co-curricular
activities
Outside of the course
curriculum but usually
complementary
Super-curricular
activities
Taking subjects studied
further, than what has
been learnt at school or
college in preparation for
going to Uni
Extracurricular
activities
No direct ties to the
course curriculum

31. The shift to online

33. Battery
Data
allowance
Wi-Fi

35. What’s
expected of
me?

36. Pre-class
activities
In-class
activities
Self-directed
activities
Formative activities
Consistently labelled and colour coded

37. We (myself and students) have learned a lot
Using the technology
We have had to learn to use new
technology for learning and teaching, and
online meetings.
Social Isolation
Finding new ways we could check on our
students wellbeing, as well as peers and
family.
Online protocols
Adopting new rules for online sessions
from adding passwords and muting
microphones to use of chat and
recordings.
Self care
The need discuss guidance on how to
manage the blurred boundaries of remote
working and home life, and the
importance of time away from the screen.
Digital Poverty
A realisation that many of our students
(and staff) did not all have access to
technology or the same level of
bandwidth.
Social presence
Developing a sense of belonging and
connectedness. Trying new ways to get to
know each other and communicate.
We must continue these conversations

38. Back to the drawing board?
Adapt what has worked
well
Learning to become confident flexible educators

39. Communities of practice
Communities of practice are
groups of people who share a
concern or a passion for
something they do and learn
how to do it better as they
interact regularly.
(Wenger and Wenger-Trayner, 2015)

40. Essential elements of a community
• mutual interdependence
• sense of belonging
• connectedness
• spirit
• trust
• interactivity
• common expectations
• shared values and goals
• overlapping histories
(Rovai, 2002)

41. Plans for the new academic year
Students
as Partners
projects

42. Three takeaways
Connect the dots between active learning, formative activities, summative
assessment and dialogic feedback. Adapt as needed.
Include time for informal interactions. Reach out to the less active students and
find out how you can help them.
When trying new activities, bring your students on board. Seek and listen to their
feedback. Don’t wait until the end of module review!

43. Sue Beckingham | @suebecks
National Teaching Fellow and Principal Lecturer at Sheffield Hallam University
with a research interest in the use of social media in education.
Blog: http://socialmediaforlearning.com/
LinkedIn: linkedin.com/in/suebeckingham
Image credit: Where not noted, images used in this presentation are CC0 Creative Commons free for use https://pixabay.com/

44. Recognising the value of interdependence through cooperative active learning
The events of the past 18 months have meant that many educators have had to adapt the way they
teach and to undertake this online. For those who had already embraced active flexible learning,
the transition online to some extent was made easier. In my session I will share my teaching
approaches pre pandemic, during, and my plans for the coming academic year. This will
demonstrate how active cooperative learning is an essential component of the student experience
and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will
highlight the conditions that are essential for effective cooperation and how this can help to
develop students to become confident lifelong learners who are able to work both independently
and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying
resources I am currently developing and seek feedback and further suggestions. This will then be
shared with a Creative Commons licence and added to the National Teaching Repository.

45. References
Armellini, A., Teixeira Antunes, V. & Howe, R. (2021) Student Perspectives on Learning Experiences
in a Higher Education Active Blended Learning Context. TechTrends https://doi.org/10.1007/s11528-
021-00593-w
Bekhradnia, B. and Beech, D. (2018) Demand for Higher Education to 2030. HEPI Report 105. Higher
Education Policy Institute. https://www.hepi.ac.uk/wp-content/uploads/2018/03/HEPI-Demand-for-
Higher-Education-to-2030-Report-105-FINAL.pdf
Brown, S. (1996) The Art of teaching in Small Groups 1. New Academic, 5(3).
https://www.seda.ac.uk/new-academic-issue-5-3-1996/
Brown, S. (1997) The Art of teaching in Small Groups 2. New Academic, 6(1).
https://www.seda.ac.uk/new-academic-issue-6-1-1997/
Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority
of knowledge 2nd Edn. Baltimore, MD: Johns Hopkins University Press.
Collins, J. W., & O'Brien, N. P. (2011). The Greenwood Dictionary of Education : 2nd edition. ProQuest
Ebook Central https://ebookcentral.proquest.com
Davidson, N., and Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative
learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3&4), pp. 7-55.
http://celt.muohio.edu/ject/issue.php?v=25&n=3%20and%204

46. References
Duch, B.J., Groh, S.E., and Allen, D.E., eds. (2001). The power of problem-based learning: A practical
‘how to’ for teaching undergraduate courses in any discipline. Sterling, Virgina: Stylus.
Johnson, D. W. and Johnson, R. T. (1999) Making cooperative learning work. Theory into
Practice, 38(2) pp, 67-73. https://doi.org/10.1080/00405849909543834
Johnson, D. W. and Johnson, R. T. (2005) New Developments in Social Interdependence Theory.
Genetic, Social, and General Psychology Monographs, 131(4), pp. 285-358.
https://doi.org/10.3200/MONO.131.4.285-358
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university
instruction by basing practice on validated theory. Journal on Excellence in College Teaching 25(3
and 4), 85-118. http://celt.muohio.edu/ject/issue.php?v=25&n=3%20and%204
King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), pp. 30-35.
http://www.jstor.org/stable/27558571
Laurillard, D. (2012). Teaching as a design science : building pedagogical patterns for learning and
technology. London: Routledge.

47. References
Michael, J. (2006) Where's the evidence that active learning works? Advances in Physiology
Education, 30, pp. 159-167. https://doi.org/10.1152/advan.00053.2006
Michaelsen, L.K., Davidson, N. & Major, C.H. (2014). Team-based learning practices and principles in
comparison with cooperative learning and problem-based learning. Journal on Excellence in College
Teaching, 25 (3&4), 57-84. http://celt.muohio.edu/ject/issue.php?v=25&n=3%20and%20
Rovai, A. (2002) Building Sense of Community at a Distance. International Review of Research in
Open and Distance Learning, 3(1). https://doi.org/10.19173/irrodl.v3i1.79
TBLC (nd) What is team-based learning. Team-Based Learning Collaborative.
http://www.teambasedlearning.org/definition/
Wenger and Wenger-Trayner (2015) Introduction to communities of practice. https://wenger-
trayner.com/introduction-to-communities-of-practice/