Archive for category Reports
The 2020 Innovating Pedagogy report is now available in Spanish, thanks to a team at the Universidad Autónoma Metropolitana in Mexico.
Esta serie de informes explora nuevas formas de enseñanza, aprendizaje y evaluación para un mundo interactivo, guiando a los maestros y administradores educativos en la innovación productiva. Este séptimo informe propone diez innovaciones en práctica, pero que aún no han 2 tenidounaprofundainfluenciaenla educación. Para producir el informe, un grupo de académicos del Instituto de Tecnología Educativa en la Universidad Abierta colaboró con investigadores del Centro Noruego de Ciencia del Aprendizaje y Tecnología (SLATE). Propusimos una larga lista de nuevos términos educativos, teorías y prácticas. Posteriormente, los redujimos a los diez que tienen el potencial de propiciar cambios importantes en la práctica educativa. Por último, nos basamos en escritos publicados y no publicados para compilar los diez bocetos de nuevas pedagogías que podrían transformar la educación. Estos se resumen a continuación en orden de inmediatez y tiempo necesario para generalizar su implementación.
- Aprendizaje lúdico
- Aprender con robots
- Descolonizar el aprendizaje
- Aprendizaje basado en drones
- Aprendizaje basado en el asombro
- Aprendizaje activo
- Estudios virtuales
- Aprendizaje situado
- Hacer visible el pensamiento
- Raíces de empatía
New report out for the Commonwealth of Learning: Pedagogical Innovations in Technology-enabled Learning.
On 7 December 2018 we launched Innovating Pedagogy 2017. This is the sixth in a series of reports that explores new forms of teaching, learning and assessment. It is the first of the series on which I have been lead author, taking over from Mike Sharples who initiated the series and remains an author. This year, the report was produced by The Open University in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE).
All the Innovating Pedagogy reports are released under a Creative Commons licence and can be downloaded free of charge.
The ten innovative pedagogies proposed in this year’s report are:
- Big-data inquiry: thinking with data
- Learners making science
- Navigating post-truth societies
- Immersive learning
- Learning with internal values
- Student-led analytics
- Intergroup empathy
- Humanistic knowledge-building communities
- Open textbooks
- Spaced Learning
Our fellow authors at LINKS worked on a translation, and a Hebrew version of the report is now available to download from the Innovating Pedagogy website.
We have just published an internal report for The Open University. It covers ‘Staff Perspectives on the Value of Involvement with FutureLearn MOOCs’. The report – authored by Tom Coughlan, Thea Herodotou, Alice Peasgood and myself – continues our series of reports on different aspects of engagement and research with MOOCs.
We carried out interviews with educators, production staff and facilitators who work on both MOOCs and Open University courses. Analysis of these data identified six forms of value that these MOOCs offer to the university.
- Innovating course production
- Staff development
- Visibility and engagement
- Improved learning journeys
- Research and evaluation
- Income generation
In each case, the report identifies both benefits and challenges.
Open University staff can access the full report.
The Innovating Pedagogy 2016 report. Now in Chinese.
Research Evidence on the Use of Learning Analytics: Implications for Education Policy brings together the findings of a literature review; case studies; an inventory of tools, policies and practices; and an expert workshop.
The report also provides an Action List for policymakers, practitioners, researchers and industry members to guide work in Europe.
Learning Analytics: Action List
Policy leadership and governance practices
- Develop common visions of learning analytics that address strategic objectives and priorities
- Develop a roadmap for learning analytics within Europe
- Align learning analytics work with different sectors of education
- Develop frameworks that enable the development of analytics
- Assign responsibility for the development of learning analytics within Europe
- Continuously work on reaching common understanding and developing new priorities
Institutional leadership and governance practices
- Create organisational structures to support the use of learning analytics and help educational leaders to implement these changes
- Develop practices that are appropriate to different contexts
- Develop and employ ethical standards, including data protection
Collaboration and networking
- Identify and build on work in related areas and other countries
- Engage stakeholders throughout the process to create learning analytics that have useful features
- Support collaboration with commercial organisations
Teaching and learning practices
- Develop learning analytics that makes good use of pedagogy
- Align analytics with assessment practices
Quality assessment and assurance practices
- Develop a robust quality assurance process to ensure the validity and reliability of tools
- Develop evaluation checklists for learning analytics tools
- Identify the skills required in different areas
- Train and support researchers and developers to work in this field
- Train and support educators to use analytics to support achievement
- Develop technologies that enable development of analytics
- Adapt and employ interoperability standards
Other resources related to the LAEP project – including the LAEP Inventory of learning analytics tools, policies and practices – are available on Cloudworks.
The report is cited in the 2018 Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the Digital Education Plan
MOOCs: What the Open University research tells us recommends priority areas for activity in relation to massive open online courses (MOOCs). It does this by bringing together all The Open University’s published research work in this area from the launch of the first MOOC in 2008 until February 2016.
The report provides brief summaries of, and links to, all publications stored in the university’s Open Research Online (ORO) repository that use the word ‘MOOC’ in their title or abstract. Full references for all studies are provided in the bibliography.
Studies are divided thematically, and the report contains sections on the pedagogy of MOOCs, MOOCs and open education, MOOC retention and motivation, working together in MOOCs, MOOC assessment, accessibility, privacy and ethics, quality and other areas of MOOC research.
The report identifies ten priority areas for future work:
- Influence the direction of open education globally
- Develop and accredit learning journeys
- Extend the relationship between learners and the university
- Make effective use of learning design
- Make use of effective distance learning pedagogies
- Widen participation
- Offer well-designed assessment
- Pay attention to quality assurance
- Pay attention to privacy and ethics
- Expand the benefits of learning from MOOCs