Archive for category Reports
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
This is the fourth in a series of influential reports from The Open University exploring new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This report represents a collaboration with our colleagues in the Center for Technology and Learning at SRI International, the leading US research organisation.
This year, the focus is on:
- Crossover learning (connecting formal and informal learning)
- Learning through argumentation (developing skills of scientific argumentation)
- Incidental learning (harnessing unplanned or unintentional learning)
- Context-based learning (how context shapes and is shaped by the process of learning)
- Computational thinking (solving problems using techniques from computing)
- Learning by doing science with remote labs (guided experiments on authentic scientific equipment)
- Embodied learning (making mind and body work together to support learning)
- Adaptive teaching (adapting computer-based teaching to the learner’s knowledge and action)
- Analytics of emotions (responding to the emotional states of students)
- Stealth assessment (unobtrusive assessment of learning processes).
You can download the report at www.open.ac.uk/innovating
Innovating Pedagogy 2014 has just been published and is available as a free download. It is the third in a series of reports I have co-authored with colleagues at The Open University that explore new forms of teaching, learning and assessment for an interactive world. While many of these are enabled by technology, these are not reports on new gadgets, but on new ways of teaching and learning.
This year’s report focuses on
- Massive open social learning
- Learning design informed by analytics
- Flipped classroom
- Bring your own devices
- Learning to learn
- Dynamic assessment
- Event-based learning
- Learning through storytelling
- Threshold concepts
One of my favourites is learning through storytelling. Of course, this is not a new pedagogy. Writing up an experiment, reporting on an inquiry, analysing a period of history – these are all examples of the use of narrative to support learning that have been used for hundreds of years. However, the use of technology opens up new possibilities. We are increasingly able to create virtual story worlds in which guided exploratory learning can take place. A storyline can also be used to build engagement and provoke discussion in massive open online learning, or in other learning environments where participants spread across the globe build a narrative together. This is an example of technology opening up new possibilities that allow us to expand our use of a tried and trusted approach to teaching and learning.
Postscript December 2014: Ida Brandão has produced a short video of this year’s report.
Postscript February 2015: The report continues to generate interest, with Tweets in different languages appearing, being retweeted or favourited every day or so.