Ideas and Thinkers

Transformative Learning

Introduction Transformative learning is a term coined by Jack Mezirow in 1978 to describe learning that fundamentally ‘changes’ the learner. 

Cognitive Load Theory

Introduction Cognitive load is an idea that originates in cognitive psychology and describes the various ‘efforts’ required to learn something – in other words the amount of mental effort being used in the working memory. 

Team Based Learning

Introduction Team Based Learning or TBL is a pedagogical format that brings together a number of evidence based practices to structure learning activities within the curriculum.

Bloom’s Taxonomy

Introduction The Bloom Taxonomy was developed in the 1950s by Benjamin Bloom, an educational psychologist. It helps to differentiate increasingly complex levels of student learning, and therefore marks out higher order thinking and learning from simpler tasks such as rote memorisation.

SOLO Taxonomy

Introduction The SOLO Taxonomy (Structured of Observed Learning Outcome) is a way of assessing the complexity of understanding achieved by a student with respect to a particular learning outcome.

Maslow’s Hierarchy of Needs

Introduction Abraham Maslow proposed the theory of the Hierarchy of Needs in his 1943 paper “A Theory of Human Motivation” in Psychological Review.


Introduction Self-actualisation is the fulfilment of one’s greatest potential.

C.G. Jung

Introduction Carl Gustav Jung (1875-1961) was a Swiss psychiatrist who founded analytical psychology.


Introduction Facilitating individuation is an important component of the Live, Love, Learn approach, originating in the ‘live‘ domain. By this, we mean that it is important for students to reach their full potential – not just within a specific module or course, or even as skilled disciplinarians, but rather as human beings.


Introduction Understanding a little about the nature of dialogic (as opposed to dialectic) communication can help shed some insights as to the nature and purpose of dialogue – this might be particularly pertinent in relation to dialogic feedback.