TRACE in action: A sensory framework for learning, teaching and leading

by Kirsteen Aubrey and Mâir Bull

Dr Kirsteen Aubrey is an Academic Developer with a Design background. She co-leads the Institution’s Professional Standards Framework (Advance HE).
Mâir Bull is an Academic Developer, with an expertise in teaching theatre and performance. She also leads the award-winning Innovation Scholar Scheme.

White text on a blue background. The words 'Sensory Learning' are in bold. The acronym T-R-A-C-E is spelled out: Tactile, Reflective, Auditory, Collaborative, Embodied.

We are facing a range of challenges in learning and teaching, including declining attendance, student disengagement, overreliance on AI, and growing digital fatigue. Yet learning is more than a purely cognitive process; it is sensory, relational, and embodied. There is a growing call to return to these principles – arguably more important now than ever before (Rhodes, 2026).

For many academics, however, knowing where to begin with sensory practice can feel daunting and time intensive. The TRACE framework addresses this challenge by offering a flexible, practical model for selecting, experimenting with, and embedding sensory-informed practices into teaching, learning and leadership.

What is the TRACE framework?

TRACE is an acronym that stands for: Tactile, Reflective, Auditory, Collaborative and Embodied. While not exhaustive, this list highlights and scaffolds a set of core dimensions in sensory practice. It’s not a rigid model, but a flexible lens for designing richer learning and leadership experiences.

  • Tactile: a sensory learning experience that deepens understanding through physical interaction with materials.
  • Reflective: critical thinking to make sense of experiences, consolidate understanding and be intentional about next steps.
  • Auditory: learning through listening, speaking, and sound to stimulate, articulate, and refine ideas.
  • Collaborative: learning through interaction with others to co-construct knowledge, challenge perspectives, and build shared meaning.
  • Embodied: learning that is enhanced through the body and movement, developing an awareness of how we interact physically with others and our surroundings.

Suggested activities

As the dimensions of the TRACE framework often overlap, you can use the Active Learning Spectrum (an extensive repository of active learning activities) to explore and/or enhance elements of sensory practice.

A call to action 

Reflect on your own learning, teaching and/or leadership practice. Consider how you can use the TRACE framework, perhaps initially just starting with one dimension.

Explore the references below for a deeper dive into an area of this practice that interests you.

Plus, of course, you can get in touch if you’d like to know more!

References

Bryman, A. (2007). Effective leadership in higher education: a literature review. Studies in Higher Education, 32(6), 693–710. https://doi.org/10.1080/03075070701685114 

Newton, A. (2025). Student perceptions of object-based learning. Journal of Learning Development in Higher Education, (38). https://doi.org/10.47408/jldhe.vi38.1619.

Nørgård, R.T. and Whitton, N. (2023) The playful university: Philosophy, pedagogy, politics and principles. Abingdon: Routledge.

Pagliano, P. (2012) The Multisensory Handbook: A guide for children and adults with sensory learning disabilities. Routledge.

Pallasmaa, J. (2009) The Thinking Hand. John Wiley and Sons Ltd.

Rhodes, S. (2026) Are we designing for the senses? The SEDA Blog, 22 April. Available at: https://thesedablog.wordpress.com/2026/04/22/are-we-designing-for-the-senses/

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