Active Learning with the SEA Model

A learner-centered approach to teaching based on constructivist theory enhances student engagement, promotes higher-order thinking, and supports long-term knowledge retention. Accordingly, this approach is at the core of the 4EU+ teaching and learning strategies.

Numerous constructivist-based frameworks and strategies promote a learner-centered course design. Among the most influential is Biggs’ 2007 Constructive Alignment strategy, followed by Hounsell and Hounsell ‘s more elaborate congruence model from the same year. Constructive Alignment ensures that core course elements—objectives, learning activities, and assessments— align to support the students’ learning journeys. The congruence model expands on this by incorporating additional factors such as student aspirations and organizational structures.

The SEA Model (Spaces of Educational Activities) puts all these elements close into practice by providing a framework and a practical tool for planning and visualizing them within the course structure. This model helps educators create a cohesive and interactive learning environment that resonates with students' needs and regulatory behavior by defining and mapping the various educational activities aligned with meaningful learning objectives.

This hands-on workshop is designed for university teaching teams that seek to refine their course planning and delivery to better support their student learning. By applying the SEA Model—a powerful tool for creating a shared language in teaching and learning—participants will collaborate to transform their existing or new courses into more aligned, engaging, and learner-focused experiences.

By the end of this workshop, participants will be able to:

• Develop didactical literacies based on constructivist theory
• Apply the SEA Model as a dialogue tool to foster a shared understanding and language among faculty and students regarding educational activities, learning outcomes, assessment forms, meta-cognitive skills, and shared responsibilities in the learning process.
• Utilize the SEA Model as a design tool to effectively implement learner-centered approaches, including Constructive Alignment, ensuring that all course elements are aligned to promote optimal student learning.

This workshop is tailored for (teams of) teachers and students involved in course and curriculum development within university settings. However individual teachers planning a specific course are also welcome. All participants will focus on a specific course they are either developing from scratch or reconstructing due to changes in the educational program or challenges such as poor student evaluations. Ideally, teaching teams should comprise 3-5 members from each university, including student perspectives. Engaging as a teaching team you will maximize the benefit of the dialogue aspect of the SEA Model.  

• Online Pre-Workshop Preparation (February 3, 2025, from 16:00 to 17:30):
  Participants will engage in a brief online discussion to clarify specific questions about course improvements, setting the stage for a productive face-to-face workshop.
• Face-to-Face Workshop in Heidelberg (February 17-18, 2025):
  Participants will gather in Heidelberg for an intensive, hands-on session where they will apply the SEA Model to their chosen course. This collaborative process will involve deep reflection, active dialogue, and strategic planning to refine their course design.
• Self-Directed Learning (February 20 to March 7, 2025):
  Participants will engage in a self-directed learning phase, which will allow the teams to further develop their course plans and integrate insights gained during the workshop.
• Online Follow-Up Session (Week of March 10-14, 2025):
  A half-day online session will be held to share results, reflect on lessons learned, and discuss the next steps for implementing the course plans developed during the workshop.

The face-to-face component of the workshop will take place in Heidelberg from February 17 to 18, 2025. Participants are expected to arrive in the afternoon of the 17^th for a brief introductory session, followed by an informal networking drink to kick off the event. The main workshop will occur on the 18th, concluding with a dinner invitation. Departure is planned for the 19th.

• Team Collaboration: Participants should come prepared to reflect critically and constructively on their existing courses and be open to discussing and addressing challenging issues.
• Availability: Participants must be available for approximately 4 hours of self-directed learning between 1st and 14th February 2025 and for the full workshop duration from February 17th to 19^th, 2025 in Heidelberg.
• Costs: The course is free of charge. Participants are encouraged to contact their home universities regarding funding for travel, accommodation, and meals.

This workshop offers a unique opportunity to share your course ideas, challenges, and aspirations into a collaborative environment. You will leave with a fully developed, learner-centered course plan tailored to your need within the 4EU+ context. Join us in Heidelberg to engage in discussions about 4EU+ teaching at the alliance level!

Write an email to Lehren-und-lernen@uni-heidelberg.de

Further information will be provided upon registration.

 Biggs, J. and Tang, C. (2007): Chapter 5-7. In: Teaching for quality learning at university. Maidenhead: Open University Press

Hounsell, D. and Hounsell, J. (2007): Teaching-Learning Environments in Contemporary Mass Higher Education. British Journal of Educational Psychology. DOI:10.1348/000709906X170975