NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1146140
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1812-9129
Introducing "The Matrix Classroom" University Course Design That Facilitates Active and Situated Learning though Creating Two Temporary Communities of Practice
Roberts, Emma; Sayer, Karen
International Journal of Teaching and Learning in Higher Education, v29 n2 p293-299 2017
This paper illustrates a radical course design structured to create active and situated learning in which students participate in communities of practice within the classroom, replicating real-life work situations. This paper illustrates the approach through a People Management module, but the approach is also used across a range of disciplines such as History and Psychology. The Matrix Classroom is a two-stage format which organizes students, firstly into specialism groups developing expertise in a specific aspect of knowledge, and secondly into applied task groups in which they apply their knowledge to a particular case, industry, time-period, or event. The design creates two temporary communities of practice which allow students to participate by both taking leadership roles and acting from the periphery, thereby gradually increasing their exposure and confidence in authentic work situations. This structure creates a peer support network of elected student leaders from whom they can gain "specialist" support. The active nature of the student-led activities are designed to re-contextualize abstract concepts into specific problem situations, thus preparing students for graduate life.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Leeds)
Grant or Contract Numbers: N/A