Designing Active Learning Guide

Creating Active Learning Workshops for Shift & New Blood

Start

Check out the benefits of active learning below:

By the end of this guide you will be able to...

• Recognise how adults learn best
• Distinguish between active and passive learning
• Discover insights to create workshops for New Blood & Shift learners
• Deconstruct learning outcomes to create aligned workshops

• Design and develop accessible and active workshops

Key concepts and skills are more likely to be remembered.

Workshops are more enjoyable and positively perceived.

Captivate learners' attention and interest.

Guide Overview

Active Learning

Design & Develop Process

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2

Design Step

3

Develop Step

4

This guide is designed to take you through the design and developement process for active learning workshops. We recommend you follow the sections in order and grab a pen and paper to complete the practice activities.Below, you will find the key icons used to navigate through this guide.

Last Page

Guide Overview

Next Page

Practice Activity

Tools & Tips

This could involve using different modalities (e.g., auditory, visual, kinesthetic) to present information or using graphics to illustrate key concepts.

Active Learning

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3

How Humans Learn

Active Learning

Experiential Learning Cycle

1

The Domains of Learning developed by Benjamin Bloom teaches us all humans learn through thinking, feeling or doing or a combination of all these.For this guide, we will be using the thinking and doing domains for breaking down learning outcomes and creating active learning workshops.Check out the video and click the icons below to learn how the Bloom’s Taxonomy can be applied to your workshops.

How Humans Learn

Doing

Thinking

Active learning encourages the learner to engage actively with what is being taught rather than passively receiving through sitting quietly and listening. This can be achieved through activities such as group discussion, role play, or experimentation.Learning is most effective when it involves practical application and problem-solving that can be applied to real-world situations.Check out the video and click the buttons for some tips to apply to your workshop.

Active Learning

How to ApplY

70/30 PRINCIPLE

David Kolb's Cycle of Learning is a framework that describes the process of learning through direct experience.Learners don't simply pass through each stage once; rather, they cycle through these stages repeatedly, building upon previous experiences to deepen their understanding.Check out video and click the button below to learn how this cycle contributes to a more effective learning experience.

Experiential Learning Cycle

How to ApplY

Design & Develop Principles

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3

1

Multi-Channel Learning

Accessibility in Learning

Design & Develop Process

Discover

Design

2

Develop

Design & Develop Process

Now that you have an understanding of active learning, the remainder of this guide will take you through the design and develop steps.Rooted in design thinking, this process keeps the learner at the centre of the process. There are three key steps to create an active workshop. Click the buttons for a summary of each step

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3

Discover your learners and define their learning needs.

Design a learning experience with engaging content and activities.

Develop a presentation with consideration for accessibility and learning style preferences.

REPRESENTATIONThe "What" of Learning

Accessibility in Learning

Developed by CAST, the Universal Design for Learning (UDL) Guidelines provide learners equal opportunity to succeed by using a variety of teaching methods to remove any barriers to learning. It address the "why", "what" and "how" of learning by building in flexibility into the learning experience to allow for adjustments to every learner's strengths and needs.Check out the icons and buttons to learn more about how you can apply UDL to your workshop design and development process

ACTION & EXPRESSIONThe "How" of Learning

ENGAGEMENT The "Why" of Learning

udl WEBSITE

TYPES OF BARRIERS

ACCESSIBILITY PRINCIPLES

Provides learners with multiple ways to access and interact with the content. This could include using pictures, audio, video, or text; providing multiple levels of difficulty; or offering different tasks that appeal to different learning needs.

Ensures learners can understand and use information in multiple ways. This could involve using different modalities (e.g., auditory, visual, kinesthetic) to present information or using graphics to illustrate key concepts.

Gives learners multiple ways to demonstrate their knowledge and skills using a variety of tools. This might include giving oral presentations, writing reflections, using digital tools, or participating in group work.

Multi-Channel Learning

Multi-channel learning involves using different sensory channels to explain concepts and allow for appropriate practice and application. Higher education and corporate training traditionally rely on one or two channels (i.e. visual and auditory) to deliver a presentation. It is important to engage the all channels in the learning process as individuals often use more than one style while learning.

Click on the icons for examples you can use in your workshop.

Vision

Sound

Reasoning

Physicality

Sound

• Music
• Jingles
• Explanations
• Stories
• Mini-Lectures
• Podcasts
• Discussions in Pairs, Small & Large Groups

Vision

• Colours
• Shapes
• Symbols
• Cards
• Graphs
• Diagrams
• Posters
• Photographs
• Flowcharts
• Symbols
• Environment

Reasoning

• Tests
• Puzzles
• Quizzes
• Questions
• Problem-Solving
• Logical Challenges
• Real-Life Problems
• Pre-Session Tasks
• Structured Exercises

Physicality

• Movement
• Drawing
• Writing
• Role Plays
• Whole-body
• Puzzles (Floor/Physical)
• Walking Around
• Changing Position
• Building Things
• Using the Hands

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Design Step

3

1

Design Building Blocks

Define Learning Needs

Discover the Talent

Discover the Talent

You should have a good understanding of the characteristics, needs, and goals of new and emerging talent looking to enter the creative commercial industry.This includes their prior knowledge, skills and experiences, learning preferences, and motivations. By completing this step, your content will be accurate, up-to-date, and meet the needs of your target learner.Take some time to research New Blood or Shift to apply an empathetic lens to understanding their challenges and needs.

Shift

NEW BLOOD

Step One

The New Blood Awards are a great opportunity for advertising, design, digital and marketing students, recent graduates and emerging creatives to "respond to real briefs, set by real clients, judged by the industry's top creatives".

New Blood Talent

New Blood Fesitval

New Blood Academy

New Blood Awards

For more information about New Blood, click on the icons below:

Future Creatives Report

Bridging the Creativity Gap

New Blood Learner Personas

Aisha

Will

We have created some example learner personas for you to get a sense of our New Blood Talent. Click on each picture to learn more and complete the practice activity.

PracticeActivity

Role: Undergraduate Student Age: 21 Language: English Location: United Kingdom

Role: Postgraduate Student Age: 25 Language: English Location: Canada

The Shift programme is on a mission to #ShiftCreativity by helping self-taught creatives entering the commercial creative industry from outside traditional pathways to SHIFT their creative talent into career-making skills.The next page shows examples of learner personas for Shift talent that you can use to create your workshop. For more information about Shift , click on the icons below:

Shift

Shift SÃO PAULO

Shift NEW YORK

Shift SYDNEY

Shift GERMANY

Shift LONDON

About Shift

Shift Learner Personas

Jamal

Mia

Practice Activity

We have created some example learner personas for you to get a sense of our Shift Talent. Click on each picture to learn more and complete the practice activity.

Role: Employed part-time Age: 20 Language: English Location: New Jersey

Role: Unemployed Age: 22Language: English Location: Sydney

Define Talent's Learning Needs

For this step, we will be referring back to Bloom's Taxonomy and the six levels of the thinking domain. You will take what you have learned from the your research to evaluate the learning needs from low to high order thinking (LOTS to HOTS). Your learner will have beginner to advanced levels of knowledge and skills, and beginner levels of direct experience in the industry. The goal of this step is to take each learning outcome to identify any gaps in knowledge in skills.

Practice Activity

Step Two

Design Building Blocks

Based on the learning needs, come up with content, activities, and real-world experiences with accessibility considerations and alignment to the learning outcomes (LOs).The main parts of the learning experience are broken down into four main components that you will use to design, develop and deliver your action-based workshop. After breaking down your building blocks, brainstorm and sort all potential content, activities, assessment and feedback related to learning outcome.

Practice Activity

ASSESSMENT/FEEDBACK

CONTENT

ACTIVITIES

KNOWLEDGE L1: REMEMBERL2: UNDERSTAND

SKILL L3: APPLYL4: ANALYSE

EXPERIENCE L5: EVALUATEL6 CREATE

LOTS

HOTS

Step Three

Blooms Verbs & Activitiies

Develop Step

2

3

1

30 to 45 minutes

60 to 90 minutes

2 - 3 hours

30 to 45 Minute Workshop Considerations

Due to time constraints, only the most essential content can be covered within this timeframe.

• Start with an engaging introduction to set the context and capture learners’ attention.

• Concise discussions, focusing on key points and takeaways.

• Use interactive techniques such as small group discussions, polls, or quick problem-solving exercises to encourage active and social learning.

• Provide clear instructions and time limits for each activity to ensure efficient use of time.

• Provide learners with short case studies or scenarios and ask them to analyse the situation, identify key issues, and solutions.

60 to 90 Minute Workshop Considerations

With the extra time, a broader range of subtopics can be covered, providing a more holistic understanding of the core content:

• Provide learners with short case studies and ask them to analyse the situation, identify key issues, and solutions.

• Divide learners into small groups and assign them different roles or scenarios related to the workshop topic. They can act out the scenarios and discuss the outcomes.

• Present learners with a real-life problem or challenge and ask them to brainstorm and propose solutions within a limited time frame.

• Allocate sufficient time for participants to discuss and reflect on the concepts or skills being taught.

2 to 3 Hour Workshop Considerations

Allows for a thorough exploration of the core content. more in-depth discussions and reflections on the topics covered:

• Create a simulated environment or scenario where learners can apply their knowledge and skills.

• Organise a debate or panel discussion on a thought-provoking topic related to the workshop content.

• Provide learners with materials or equipment to conduct hands-on demonstrations or experiments related to the workshop topic.

• Provide opportunities for learners to reflect on their experiences and connect them to real-life situations.

• Incorporate at least two breaks to maintain energy and focus throughout the workshop.

• Allocate time for Q&A sessions to address questions and concerns.

Deliver Step

Assess Your Style

Active Learning Facilitation

Common Challenges

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2

3

Lecturer/Information sharer

Trainer/ Leader

Facilitator/ Coach

1. Assess your delivery style

While a Faciltator/Coach approach is the most effective style for active delivery, all styles play a role based on the types of groups your work with.Click on each role to read through the questions and assess your natural style for a workshop delivery.

2. Best Practices

3. Common Challenges

1. Key Takeaways
2. Next Steps
3. References

Next Steps

1. Key Takeaways

To learn to do something new, we need to recognize how we FEEL about it. We need to decide what we THINK and know, then we need to try and DO something differently.

Guide Overview

You can click on the specific section of interest of you can click the next button to start the first section. This guide is designed to take you through the design and delivery process and we recommend you follow the sections as outlined.You can jump forward and back to any section using the navigation icons outlined below.You will have the opportunity to put this guide into practice with the digital workbook in XXX

Action-Based Learning

Design & Develop Process

1

2

Design

3

Develop

4

Next Steps

6

Deliver

5

2. Time To Practice

To learn to do something new, we need to recognize how we FEEL about it. We need to decide what we THINK and know, then we need to try and DO something differently.

3. References

Cognitive Load, Memory, and Instruction

Educational Background

Goals & Aspirations

Expectations & Perceptions of Learning Experience

Barriers to Learning

Learning Environment/Location

Get to Know Aisha

Aisha is currently pursuing a Bachelor's degree in Graphic Design at a prestigious university in the UK. She is passionate about visual storytelling and wants to enhance her skills in digital design and illustration.

Aisha's main goal is to secure a job in the creative industry after completing her degree. She wants to build a strong portfolio and establish connections within the industry. She also aspires to work on projects that have a social impact.

Aisha expects to gain tangible learning points from a workshop. She is accustomed to the lecture and workshop format and desires a hands-on experience that will help her develop new skills and techniques.

Aisha appreciates neurodiversity adaptations and trigger warnings. She also has limited access to design software outside of class. Her schedule is flexible, but during exam periods or university commitments, she may have limited availability.

Aisha primarily learns from home or at her university. She prefers courses that can be accessed remotely and is less likely to travel for workshops.

Educational Background

Goals & Aspirations

Expectations & Perceptions of Learning Experience

Learning Environment/Location

Barriers to Learning

Get to Know Will

Will has a Bachelor's degree in Advertising with a specialisation in Art Direction and Copywriting. He is currently pursuing a postgraduate degree in the same field to further enhance his skills and expand his knowledge.

Will's main goal is to establish himself as a successful art director and copywriter in the industry. He wants to work on high-profile campaigns and collaborate with talented creatives to bring impactful ideas to life.

As a student, Ethan values workshops that delve deeper into creative concepts and encourage critical thinking. He wants to learn from industry professionals who can share their experiences and insights to help him refine his craft.

Will is open to traveling for courses that provide unique learning opportunities or allow him to network with industry professionals.

Will appreciates workshops that cater to different learning preferences and offer a variety of content. He has access to a laptop and smartphone for online learning but he has limited time due to work and school commitments.

• I believe the best delivery is through providing knowlegdge, having a discussion and a debrief afterwards

• I am open to questions being asked at the end or throughout the workshop.

• I stand up front 60 - 80% of the time, but much more moving around and involvement with learners

• My sessions are fairly hands-on with some skills practice

Trainer/Leader

Learning by Doing

Edgar Dale’s Cone of Learning is a theory suggesting that we learn best when we are actively engaged in the learning process.When we are passively listening to a lecture, for example, we are only engaging our lower levels of thinking (remember and understand).However, if we are actively participating in a discussion or working on a hands-on project, we are engaging all six levels of learning.

Ideally, you should aim for 70% active and 30% passive learning content and activities.

Perception

Set

Guided response

Learners begin learning complex skills often through trial and error or following instructions. Instructional verb examples: attempt, imitate and try.

Mechanism

Complex overt response

Adaptation

Learners have developed their skills and can change them to meet specific requirements. Instructional verb examples: adapt, change, modify and revise

Origination

Learners learn how to develop a new skill using principles learned while gaining the original skill. Instructional verb examples: create, design and originate

Learning By Doing

Inspired by Bloom, Elizabeth Simpson's Psychomotor domain focuses on the development of physical and motor skills which help people to perform daily tasks in work and life.There are seven areas which outline the progression of mastery of a skill from observation to an original creation.Hover over each square to see examples of instructional active verbs for each area of this domain.

Learners use sensory cues to guide their motor activities. For example, listening to a presentation and taking notes. Instructional verbs include distinguish, identify and select.

Learners feel ready to act upon challenges and resolve them. Instructional verbs examples: assume a position, demonstrate and show.

Learners learn to perform a task with advanced proficiency. Instructional verb examples include carry out, operate and perform.

Learners develop basic proficiency when performing particular tasks often through practice. Instructional verbs examples: perform, complete and duplicate.

Building Your Blocks

Example

Use Blooms’s Thinking Domain to break down the learning outcomes' (LO) action verbs into the building blocks for your workshop. Click the button to see some examples.

Bloom's Action Verbs

For each LO, assess on the LOTS to HOTS scale to determine the appropriate level of knowledge, skill and experience for the workshop. See the example

Learning Outcome: Define the purpose of a brief for the creative process. Entry Level

• Beginner in industry

• L1 - Remember L 2 - Understand

• Knowledge

• Content

Whole-Brain Learning

Accessibility Principles

Visual Design Principles

Minimise Cognitive Overload

Click the buttons below to learn more about additional considerations for accessibility:

To avoid cognitive overload, we recommend:

• Breaking down learning into smaller chunks
• Offering materials with a variety of study aids
• Breaking down of steps
• Providing clarity of expectations for activities
• Mindful of wordiness and vocabulary

Educational Background

Goals & Aspirations

Expectations & Perceptions of Learning Experience

Barriers to Learning

Learning Environment/Location

Get to Know Mia

Mia identifies as neurodiverse, and has a keen interest in art direction and content creation Currently unemployed, she seeks to explore her creative talents and turn them into a successful career.

Mia seeks practical knowledge in entrepreneurship and content creation to build a portfolio. She aims to network within the industry and understand where her talents fit.

Mia is eager for practical hands-on activities and working on real-life briefs to start developing her portfolio. She desires exposure opportunities to showcase her work and establish connections with industry experts.

Mia due to financial limitations, cannot afford expensive software and relies on free apps for her creative pursuits. She does not possess a university degree, and lacks insight and knowledge about careers in the commercial creative industry.

As an unemployed individual, Sofia has more flexibility in terms of time availability but faces financial constraints. As a Gen Z learner, she appreciates visual content and video-based learning materials.

Analysis of Learner’s Needs

After conducting your research, ask yourself:Where are the learners now and where do you want them to be by the end of the session?Identify where the learners are now and where they need to get to and then fill in the gaps with the correct LO:

• Learning Outcome:

• Entry Level: Level where you think talent is now

• Beginner, Intermediate, Expert in topic

• Target Level: Level where talent needs to be by the end of the session

• Level 1 through 6 (Aquired knowledge, skill or experience)

Bloom's Tool

Bloom's Lower to Higher Order Thinking Skills

Thinking

Continous Experiential Learning Cycle

Experiencing

Come up with creative and unusual original ideas or modify existing concepts.

Think deeply on feeling before, during and after learning experience.

Reflecting

Acting

Apply new knowledge or skills to a new situation and use intuition to solve problems with support and guidance.

Observe learning to expand perspective, develop different points of view, and drawing new meanings.

Learning by Thinking

Bloom’s Taxonomy of thinking skills is used to create learning outcomes for the session detailing what learners should know and be able to do by the end of the session. There are six different levels and the goal is to move learners from lower- to higher-order thinking through developing their knowledge, skills and experience.

• Level 1 - 2: Knowledge

• Remembering and understanding information

• Level 3 - 4: Skills

• Applying and analysing information

• Level 5 - 6: Experience

• Evaluating and creating something new based on old information

• I believe that formal delivery is the best way to impart knowedge and facts through presentation and vsual aids.

• I prefer questions to be asked at the end of the workshop as a debrief.

• I stay up front 90 - 100% of the time.

• There is little to no hands-on application from the learner, just a transfer of knowledge.

Lecturer/Information Sharer

• Learning through Play

• Role Play

• Debates & Discussions

• Group Projects

• Peer to Peer Teaching

• Think-Pair-Share

• Gamification

• Guided Practice

• Quizzes and Polls

• Brainstorming Sessions

• Case Studies

• One Minute Reflections

Examples of Active Learning Activities

There may be potential barriers to a learners' experience in a course or session such as:

Accessibilitity Considerations

• Specific learning differences

• Learning style preferences

• Learner’s experience with technology

• Learner’s prior experience with topic

• Previous experiences with learning (formal or informal)

• I believe the best delivery is through peer to peer learning and shared experiences.

• My sessions are entirely hands-on and full of active learning.

• I move around the room, and become 'part of the group'.

• I prefer questions to be asked throughout the workshop.

Facilitator/Coach

Educational Background

Goals & Aspirations

Expectations & Perceptions of Learning Experience

Barriers to Learning

Learning Environment/Location

Get to Know Jamal

Jamal is enthusiastic about photography and filmmaking. He's employed part-time in retail and didn't pursue higher education due to financial constraints.

Jamal wants to develop his skills in photography/filmmaking and entrepreneurship. He seeks guidance on turning his natural talent into a successful career and aims to establish industry connections.

Jamal desires exposure opportunities to showcase his work and establish connections with industry experts for potential employment. He prefers mobile-accessible content and is a visual learner.

Despite being employed, he cannot afford expensive software, relying on free apps. He lacks industry insight and knowledge of creative careers, which can impede his progress in entering the commercial creative industry.

Jamal faces financial constraints, relying only on free software. He expects industry insights and practical learning when attending in person workshops.

What are the key knowledge, skills and experiences that learners must demonstrate after completing the workshop?

What are your learners needs and expectations for a workshop?

What does success look like once learners have completed the workshop?

How is the course topic related to the learners’ professional goals and motivations?

Analysis of Learner’s Needs

After conducting your research and reflecting on what you have learned, ask yourself:

What are the key knowledge, skills and experiences that learners must demonstrate after completing the workshop?

What are your learners needs and expectations for a workshop?

What does success look like once learners have completed the workshop?

How is the course topic related to the learners’ professional goals and motivations?

Analysis of Learner’s Needs

After conducting your research and reflecting on what you have learned, ask yourself: