How do we make learning more engaging, more flexible and more relevant? That was the question at the heart of a recent presentation from colleagues that was shared with educators from across the higher education sector.
At the Educational Excellence Symposium 2025, Dr Maria Allen and Aimee-Leigh Youngson presented their work on ‘Co-creating pedagogical excellence: a shared repository for active blended learning.’ Their paper explored how a practical, collaborative approach to teaching design is supporting staff, strengthening teaching quality and improving the student learning experience.
Why active blended learning – and why now?
The move towards active blended learning at Salford Business School reflects a wider shift in how students learn and what they need from their time on campus. As programme structures evolve and new programmes prepare for launch in September 2026, there is a growing focus on learning experiences that make the most of both independent study and face-to-face teaching.
Active blended learning supports this by giving students access to core materials in advance, freeing up taught sessions for discussion, application and deeper learning. It moves away from passive delivery and creates space for more active, meaningful engagement.
Building a shared repository of practice
Rather than approaching this change in isolation, Maria and Aimee described how the introduction of active blended learning prompted the co-creation of a shared repository of teaching artefacts. This repository allows staff across the School to contribute, explore and reuse examples of effective practice.
By sharing resources and ideas in one place, the repository supports staff development, encourages collaboration and helps ensure a consistent, high-quality learning experience, without adding unnecessary complexity.
What does this look like in practice?
Active blended learning is already being embedded across Salford Business School. The Foundation Year is currently trialling it across all modules, while undergraduate programmes from level four to level six are integrating elements of the approach, with further development planned as new programmes are introduced.
Early feedback has been encouraging. Students report feeling more engaged and better prepared for taught sessions, recognising the value of attending classes that help them apply and develop their knowledge rather than simply receive information. This approach is also helping students build confidence, giving them a clearer sense of how learning fits together.
What’s next?
The next steps focus on expanding the repository through further staff contributions and creating opportunities to showcase effective practice across the School. There are also plans for continued discussion around how active blended learning and related strategies can support future curriculum design and delivery.
This work reflects the strength of pedagogic research at Salford Business School and the wider University’s commitment to practical and collaborative innovation.