1.1 Photo showing a SCALE-UP room at NTU

 1.2 Model for the wide-scale adoption of a SCALE-UP pedagogy at NTU (McNeil, 2018)

 2.1 Flowchart showing the Team-Based Learning process

 2.2 Bar chart: TBL adoption by module and degree course

 2.3 Spider diagram: TBL elements in use at ARU (n=19)

 2.4 Box and whisker chart: Module marks performance by TBL adoption variation

 2.5 Box and whisker chart: Module attendance performance by TBL adoption variation

 2.6 Bar chart: Average attendance TBL versus non-TBL modules 2015 to 2018

 2.7 Bar chart: Mean engagement TBL versus non-TBL modules 2015 to 2018

 2.8 Bar chart: Mean module mark TBL versus non-TBL modules 2015 to 2018

 2.9 Bar chart: Proportion not passing TBL versus non-TBL modules 2015 to 2018

 3.1 Exploded diagram of the TBL process

 4.1 Flowchart illustrating the Topic Block Model

 4.2 An example of a Personalised Learning Log

 5.1 Photo showing examples of student resources

 5.2 Student feedback on the Ashley Tailor case study

 8.1 Interlocking gear diagram illustrating the 1–2-3 Feedback Cycle

 8.2 Screenshot of a VLE page showing the variety of feedback given to a student

10.1 Photo showing a classroom before transformation to ALC (2014 and 2015)

10.2 Photo showing the same classroom after transformation to ALC (2016)

10.3 Bar chart: The effect of the ALC on factors of teaching and learning (Fall 2016)

10.4 Bar chart: The effect of the ALC on factors of teaching and learning (Fall 2017)

11.1 Diagram: Pedagogical method presented as layers of interaction

12.1 Example active learning classroom layout 1: The Boardroom

12.2 Example active learning classroom layout 2: The Project Studio

12.3 Example active learning classroom layout 3: Media-enhanced team-based learning