This article aims to share the experience, especially the lessons learnt from these internships during the past two years, by one UK host institution. This narrative manuscript was developed after critical discussions amongst the academics involved and the feedback from the FLAIR participant. The latter was obtained in the form of Likert scale questionnaires followed by short interviews.
Due to the competitive and rigorous selection procedures of the Keralan ministry of higher education, the academic interns were all of high calibre and enthusiastic to learn about new and innovative learning, teaching and research methodologies. They were introduced to and involved in a variety of active learning strategies, including peer-assisted learning (PAL); enquiry based learning (EBL); blended learning; problem-based learning; student-centred active learning environment with upside-down pedagogies (SCALE-UP); micro-teaching (students as teachers) and interactive teaching (using pedlets). These activities were found to be new and useful for the visitors. They all enjoyed taking part in these learning enhancement strategies and were successful in identifying one strategy to document and produce a detailed critical analysis. However most of them found it difficult to adopt one strategy that can be implemented in their own institutions in Kerala. This difficulty was mainly due to the different infrastructure of higher education, student numbers, and the disparity in using technologies to assist teaching. The session will share, through six examples, the opportunities presented to the interns, the challenges they encountered in scaling and implementing their chosen learning strategy in their own institutions and the involvement of UK-academics as hosts to successfully assist the interns to formulate a plan of implementation and application of best practice, highlighting the importance of open educational practice.