The use of lectures has been a long debated practice in the design of teaching and learning in higher education, despite its relatively ubiquitous status as the at-scale pedagogy de rigueur for most institutions (see Webster, 2015; Gibbs, 1982; and Nordmann et al., 2021 for some examples). Successive waves of trendy and often transient pedagogicalContinue reading “Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 1”
