1 So Why is Embedding and Sustaining Active Learning a Problem, and What Can We Do About It?

A variety of barriers and challenges continue to be cited as the reasons why active learning cannot be routinely embedded in day-to-day higher, further and post-compulsory education. These barriers and challenges include staff and student attitudes, beliefs and expectations, institutional structures and processes, resources including (lack of) time, and many others. This section uses a systems thinking lens offered by Wilson-Medhurst to visualise and analyse the problem of embedding and sustaining active learning. Wilson-Medhurst presents a conceptual model of the university, or other place of higher education, as a system with many interconnected ‘parts’ that include beliefs, attitudes and values (mindsets). These parts are then placed into categories to support analysis of the problem. This diagnostic leverage points framework offers new insights into how practitioners and leaders might disrupt the existing situation to make active learning happen for all. The analysis suggests that deep systemic change, such that active learning happens for all, requires aligned interventions or influence across all the different leverage point categories. Illustrations of some of the forms these interventions and influence might take are provided.