Testimonials from peer reviewers

“This module is both inspiring and thought‑provoking. It sets a high bar for student learning and encourages me to adopt immersive, experience‑based techniques in my modules. Well done, Chrissi and team!” John Palfreyman, Associate Professor, Digital Strategy, University of Leeds Business School, United Kingdom

“The module companion provides a rich multi-modal resource for student engagement including ‘food for thought’ videos and AI generated images and podcasts. Content is very much based on research and literature in the area of learning and learning design with a focus on individual, collaborative and group work. This message in Chapter 5 particularly resonates with the purpose and focus of the resource “The best resource we have is each other.” A rational approach to digital tools is included, both supported and unsupported, with reiteration of university guidelines around technologies including AI. Assessment requirements are clearly presented, provide student choice with AI scenario prompts and demonstrate innovative learning design making me want to participate in this module!” Dr Julie Lindsay, Senior Education Technology Advisor, Learning and Teaching Futures, University of Southern Queensland, Australia

“This open module companion is a truly pioneering resource that goes far beyond a traditional module guide. I’ve been fully engaged in the module for one semester so that I can better understand it. Its design as an open and creative book shows a deep commitment to authentic, inquiry-based, and collaborative learning. I particularly appreciate how it blends with open educational resources and pedagogies, giving students not only educational materials but also a voice and space to co-create knowledge. It is an inspiring example of how higher education can take responsibility for shaping a more inclusive and transformative future. It is definitely a model for other academics and institutions worldwide.” Dr Yanan Wang, North China Electric Power University, China

“This EDUC5272M module companion represents a remarkable fusion of pedagogical innovation and educational responsibility. Chrissi Nerantzi has crafted something that transcends traditional academic boundaries, transforming what could have been a standard module guide into a living, breathing ecosystem of collaborative learning.

The module’s commitment to authentic inquiry-based learning is evident throughout, particularly in how it positions students not as passive recipients of knowledge but as active co-creators. The integration of Problem-Based Learning scenarios with real-world relevance demonstrates a sophisticated understanding of how learning happens most effectively, through meaningful engagement with authentic challenges.

What strikes me most profoundly is the companion’s embodiment of its own principles. By making itself an Open Educational Resource, it doesn’t merely teach about openness and collaboration, it models these values. The invitation for students to contribute their own narratives and learning activities creates a powerful feedback loop where the resource becomes enriched by those who engage with it.

The thoughtful approach to digital technologies, including generative AI, reflects a mature pedagogical stance – focused on responsible experimentation and critical reflection. The emphasis on “learning through making” and the integration of creative reflection techniques acknowledge that deep learning often requires multiple modes of expression and understanding.

This work represents the kind of transformative educational design that makes learning genuinely empowering for students. It demonstrates how higher education can honour both academic rigor and human creativity, creating spaces where learners can explore, question, and contribute meaningfully to their fields.” Dr Marianthi Karatsiori, Department of Education and Social Policy, University of Macedonia, Greece.

“I found this module companion a truly transformative educational resource. It is a model of participatory pedagogy inviting students to co-create, reflect, imagine and connect theory with practice through a critical lens” Dr Dimitra Mitsa, Lecturer in Biotechnology, University of Leeds

“This EDUC5272M Module Companion is remarkable in how it brings learning theory to life in practical ways. It goes well beyond a typical module guide. It is a resource that actually embodies the collaborative, enquiry-based learning it promotes.

What particularly stands out is how the module companion practices what it preaches. It is not just teaching about open education and student collaboration. It is consciously and purposefully designed as an open resource where students can contribute their own ideas and experiences. The problem-based learning scenarios are authentic and relevant, treating students as genuine partners in the learning process rather than passive recipients of information.

The companion’s design, combined with creative reflection methods and the FISh enquiry model, creates a coherent learning experience where practice leads to theory. I particularly appreciate the balanced approach to digital tools, as it embraces creativity, including responsible experimentation with AI, while keeping pedagogy at the centre.

The companion’s commitment to accessibility and its Creative Commons licensing make it a valuable resource that can reach and adapt to diverse learning contexts around the world. It respects both academic rigour and creativity, creating spaces where learners can explore, question, and meaningfully contribute. For anyone seeking to innovate thoughtfully in their teaching, this companion offers inspiration and a practical roadmap.” Dr Costas Loizou, Lecturer in Mathematics, University of Leeds