Posts Tagged Innovating Pedagogy
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.
The Innovating Pedagogy 2016 report. Now in Chinese.
During a visit to Uruguay, I was lucky enough to be invited to visit the Institute of Education at the ORT University in Montevideo. There, I gave a presentation to faculty members and postgraduate students on Innovating Pedagogy.
For the past four years, The Open University has produced an Innovating Pedagogy report annually. This series explores new forms of teaching, learning and assessment for an interactive world, to guide educators in productive innovation. As one of the report authors, I presented a quality enhancement lunchtime seminar on 23 March 2016 (part of the QELS series). In the seminar, I introduced the themes that have emerged from this series of reports – scale, connectivity, reflection, extension, embodiment and personalisation – and how these connect with modules (courses) run by the OU. The seminar included examples of innovative pedagogies in use at the OU, and identified others that could be used in future.
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