Innovating Pedagogy: ICOIE 2022
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This document discusses innovations in pedagogy and education. It begins by proposing new educational terms, theories, and practices, and selects ten that could drive major shifts. These new pedagogies are then described in ten sketches. The document discusses how innovations are not just technologies looking for applications, but new ways of teaching, learning, and assessing. It examines challenges like future careers that require new skills and how education must change. Throughout, it provides examples of how technologies can enhance learning through connectivity, extension, inquiry, personalization, publication, and scale. The goal is to maximize flexibility and opportunities in hybrid models of education.
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Innovating Pedagogy: ICOIE 2022
- 1. 1 Innovating Pedagogy Rebecca Ferguson The Open University, UK International Conference on Open and Innovative Education July 2022
- 2. 2 IET, The Open University
- 4. 4 Innovating Pedagogy We propose a long list of new educational terms, theories, and practices. We then pare these down to ten that have the potential to provoke major shifts in educational practice. Lastly, we draw on published and unpublished writings to compile ten sketches of new pedagogies that might transform education.
- 5. 5 Preparing for the future The innovations described in these report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it.
- 6. Why look for the next big ideas?
- 7. 7 Preparing for the future careers2030.cst.org/jobs • Cyber security expert • Esports coach • Epidemiologist • Smart meter fitter • CGI expert • Flood risk engineer • Personal data broker • Augmented reality builder • Data detective
- 9. 9 In our development of another virtual reality environment which introduced students to the ecology of an Oak Wood the students took part in a ®eld trip to an actual Oak Wood. This location had been ®lmed for over a year to obtain the appropriate footage in order to create this particular virtual reality system. The program presents the user with a large number of species to investigate Building on the past “Every UK university except one […] has members of staff who have developed, or are developing, something in a virtual world” [Kirriemuir, 2009] 2022 Virtual field trip 2013 In our development of another virtual reality environment which introduced students to the ecology of an Oak Wood the students took part in a field trip to an actual Oak Wood. This location had been filmed for over a year to obtain the appropriate footage in order to create this particular virtual reality system. The program presents the user with a large number of species to investigate [Whitelock, 1999]
- 10. 10 Rapid change 2011: Siri 2012: ‘Year of the MOOC’ 2014: Alexa 2019: COVID-19 2019-20: Oculus Quest 2011: Instagram
- 11. 11 A critical perspective New York Post My lecturer is a hologram https://bit.ly/3z3fviZ Proctoring issues https://bit.ly/3LZuz3K
- 12. Introducing innovations Where technology can make a difference
- 13. 13 Building blocks of innovation Vision Description of an achievable and desirable end state For example: Learners engage enthusiastically with language learning or Students collaborate successfully with learners in other countries
- 14. 14 APPROACH LEARNERS Assessing Give/receive constructive feedback Browsing Seek and collate information Constructing Create artefacts Conversing Discuss topics Inquiring Investigate authentic situations Networking Interact with networks of peers Performing Present to an audience Reflecting Look back on activities Activities for learning
- 15. 15 APPROACH LEARNERS Assessing Engage in online peer review Browsing Use search engines and online databases Constructing Build resources in Minecraft or augmented reality Conversing Engage in forum discussions Inquiring Use smartphones to collect and analyse data Networking Link to others via social media Performing Write a blog post or produce a TikTok story Reflecting Organise and curate work in an e-portfolio Activities with technology
- 16. Six affordances of technology for learning Connectivity, extension, inquiry, personalisation, publication and scale
- 17. 17 Con Affordance 1: Connectivity Technology has opened up new ways of working with others around the world. Learners have access to tools that support networked, collaborative and conversational approaches to learning. 1: Connectivity
- 18. 18 Telecollaboration • Telecollaboration enables a student to tutor another in their first language, while learning their partner’s language. • Uses free tools such as Zoom, WhatsApp, Facebook and WeChat. • Interactions can be based on learners’ personal interests and needs. • Helps to expand vocabulary and use second language accurately and appropriately. Using communication tools for creative language learning 1: Connectivity Photo by Albert Oliveira
- 19. 19 Telecollaboration Basic principles of telecollaboration • Reciprocity As far as possible, half the communication should be in the language of one partner, and half in the language of the other partner. • Autonomy Both partners should act as a tutor in their own language and as a learner in the second language. 1: Connectivity Photo by Ibrahim Rifath Telecollaboration can enrich L2 learners’ cross-cultural knowledge and raise their awareness of cross-cultural differences.
- 20. 20 Con Affordance 2: Extension Technology supports extended learning, connecting learning experiences across locations, times, devices and social settings. 2: Extension
- 21. 21 Enriched realities Blends realities Day-to-day reality Our normal experience Augmented reality Device overlays information such as text or graphics on our surroundings Virtual reality Device provides a 3D environment to interact with Extending learning with augmented and virtual reality 2: Extension Enriched reality is at is best when it is used to create experiences that would not otherwise be possible.
- 22. 22 Enriched realities Remote exploration of places it would be difficult, dangerous, or impossible to visit. Time machine to engage with historic events or see landscapes change. Focused immersion Modifying scenarios to draw attention to important aspects. Virtual rehearsal Trying different ways of working through the same situation. Just-in-time support Pulling up information that is immediately relevant to what learners are doing. 2: Extension
- 23. 23 Con Affordance 3: Inquiry Learners who have access to a smartphone have access to sensors enabling them to interrogate, analyse and record their environment. Technology also offers tools to organise and analyse that data. arxiv.org/abs/2010.11606 3: Inquiry
- 24. 24 Online laboratories • Interactive screen experiments • Simulations of experiments • Real data eg microscope slides to view at different magnifications • Remote access to analytical instruments • Remote control of robots • Virtual reality field trips • Live labcasts using web streaming Laboratory access for all 3: Inquiry learn5.open.ac.uk
- 25. 25 Online laboratories Enable students to understand concepts and carry out investigations Support students to design meaningful experiments, make sense of their data, relate the data to their questions, and decide what to do next Provide feedback to guide learning Give access to dangerous or rare materials Prepare for careers as scientists 3: Inquiry www.golabz.eu
- 26. 26 John Knox, LARC: http://bit.ly/lak17-practitioner-track Affordance 4: Personalisation Interacting with technology generates datasets that can be used to help learners understand and develop their skills. The data can also be used to create personalised paths through learning content. bit.ly/lak17-practitioner-track 4: Personalisation
- 27. 27 Esports Different forms: • Competitive gaming broadcast and played on the Internet • Physical eg dancing using foot- activated sensors • Linked to training programmes on bikes or running machines Learning and teaching through competitive virtual gaming 4: Personalisation Zwift.com
- 28. 28 Esports Provide real-time feedback in form of data and statistics. Monitor and improve performance. Apply mathematics of statistics to suggest strategies to improve performance. Share / stream training via www.twitch.tv 4: Personalisation https://bit.ly/3PSQTz8
- 29. 29 Con Affordance 5: Publication Learners can use digital tools and the Internet to engage in authentic tasks that connect their learning with experiences outside their classroom. They also have opportunities to share their work worldwide. 5: Publication https://bit.ly/3wUXZe8
- 30. 30 Virtual studios The studio is primary learning environment for many creative disciplines. A hub of activity where learning is experiential and constructive, creative processes are developed, linear ways of thinking are challenged and uncertainty is embraced. Tutors and peers observe, comment on and critique work in progress. Hubs of activity where learners develop creative processes together 5: Publication
- 31. 31 Virtual studios • Make use of sharing experiences • Online exchange of ideas • Rapid feedback from tutors /peers • Tools for recording and reflecting • Supporting inquiry and dialogue • Scale increases opportunities • Increased exposure to others’ ideas • Networks of learning and support • Hub for community projects • Allows links with makers / partners Hubs of activity where learners develop creative processes together 5: Publication Some responses to a single design task
- 32. 32 Con Affordance 6: Scale Education can be delivered at scale through MOOCs. When courses like this make use of networking and learning through conversations, interactions can become richer as learners around the world share ideas and perspectives. 6: Scale
- 33. 33 Learning with chatbots Chatbots can be use in both formal and informal learning enviornments, providing learners with support tailored to their needs by constructing an immersive learning environment, analysing learners’ requirements and initiating supportive conversation. Using educational dialogues to improve learning efficiency 6: Scale
- 34. 34 Learning with chatbots • Will the chatbot be dialogue facilitator, learning problem analyser, conversational partner, or guidance provider? • What will the emotional response of learners be to the chatbot? • At what stage in the activity should the chatbot be involved? • Can data collected by the chatbot be used to improve learning? 6: Scale ADMINS chatbot at The Open University
- 35. 35 Innovating Pedagogy 2022 Maximising learning flexibility and opportunities Hybrid models Accredited short courses to develop workplace skills Microcredentials Promoting wellbeing across all aspects of teaching and learning Wellbeing Watching videos together, whatever the time or place Watch parties
Editor's Notes
- Title slide ‘Innovating Pedagogy’ with conference logo The majority of the slides in the presentation include The Open University logo, as the speaker, Rebecca Ferguson, is based there.
- Image of the Jennie Lee Building in Milton Keynes, UK, where the speadker is based (when not working from home)
- Covers of Innovating Pedagogy reports from 2012 to 2021
- Cover of Innovating Pedagogy 2021 with the test: ‘We propose a long list of new educational terms, theories, and practices. We then pare these down to ten that have the potential to provoke major shifts in educational practice. Lastly, we draw on published and unpublished writings to compile ten sketches of new pedagogies that might transform education.’
- COVER OF INNOVATING PEDAGOGY 2022 WITH THE TEXT ‘The innovations described in these report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it.'
- Title slide: why look for the next big ideas?
- Preparing for the future. A range of possible future jobs with a general image for each. The robot counsellor has a picture of a robot head, the wearable technology therapist is wearing a piece of technology above her ear, and the gargage designer is designing on a computer screen. Jobs listed are: Cyber security expert Esports coach Epidemiologist Smart meter fitter CGI expert Flood risk engineer Personal data broker Augmented reality builder Data detective These were taken from the website careers2030.cst.org/jobs
- New challenges gives the example of a paragraph of text generated by an AI in response to the prompt ‘Wite an academic paper with the title ‘Citizen Inquiry: Synthesizing Citizn Science and Inquiry Learning’ . The text could credibly have been written by a human. This is accompanied by aa tweet from Emeritus Professor Mike Sharples, who gave the prompt to the AI. He comments that it is time to rethink assessment.
- Building on the past takes a 2022 cover story about education meeting the metaverse and gives examples dating back to the last century of education harnessing virtual reality. In 2009 ‘Every UK university except one […] has members of staff who have developed, or are developing, something in a virtual world’. A picture shows a virtual reality field trip to the north of England in 2013. In 199, an academic paper said ‘In our development of another virtual reality environment which introduced students to the ecology of an Oak Wood the students took part in a field trip to an actual Oak Wood. This location had been filmed for over a year to obtain the appropriate footage in order to create this particular virtual reality system. The program presents the user with a large number of species to investigate’ (Whitelock, 1999)
- Rapid changes gives the examples of Siri and Instagram in 2011, the year of the MOOC in 2012, Alexa in 2014, the Pculus Quest, which was available from 2019-20 and, of course, Coronavirus.
- A critical perspective includes a headline: ‘Brooklyn students hold walkout in protest of Facebook-designed online program’, a picture of a hologram lecturer with a link to the story, and two tweets from Professor Peter about very bad experiences students have had with proctoring. Holofram link: https://bit.ly/3LZuz3K Twieet link: https://bit.ly/3LZuz3K
- Title slide: Introducing innovations (where technology can make a didfference)
- Building blocks of innovation represents them as a wall with vision at the foundation, then pedagogy and technology, a layer or people including learners, educators and enablers, environment above them and then reflection on the top. A vision is defined as a Description of an achievable and desirable end state and the examples given are Learners engage enthusiastically with language learning, or, Students collaborate successfully with learners in other countries
- A short list f different types of learning activity, with a short summary for each: Assessing Give/receive constructive feedback Browsing Seek and collate information Constructing Create artefacts Conversing Discuss topics Inquiring Investigate authentic situations Networking Interact with networks of peers Performing Present to an audience Reflecting Look back on activities
- A list of the same activities as on the previous slide but this time the examples given include learners making use of technology Assessing Engage in online peer review Browsing Use search engines and online databases Constructing Build resources in Minecraft or augmented reality Conversing Engage in forum discussions Inquiring Use smartphones to collect and analyse data Networking Link to others via social media Performing Write a blog post or produce a TikTok story Reflecting Organise and curate work in an e-portfolio
- Title slide: six affordances of technology for learning: Connectivity, extension, inquiry, personalisation, publication and scale
- Affordance 1: Connectivit Technology has opened up new ways of working with others around the world. Learners have access to tools that support networked, collaborative and conversational approaches to learning. Image shows an online Padlet board where multiple people have contributed text and images.
- Telecollaboration Using communication tools for creative language learning Telecollaboration enables a student to tutor another in their first language, while learning their partner’s language. Uses free tools such as Zoom, WhatsApp, Facebook and WeChat. Interactions can be based on learners’ personal interests and needs. Helps to expand vocabulary and use second language accurately and appropriately. In the image, a young man sits on a hillside, listening to and watching something on his smart phone Photo by Albert Oliveira
- Basic principles of telecollaboration Reciprocity As far as possible, half the communication should be in the language of one partner, and half in the language of the other partner. Autonomy Both partners should act as a tutor in their own language and as a learner in the second language. Telecollaboration can enrich L2 learners’ cross-cultural knowledge and raise their awareness of cross-cultural differences. A hennaed hand holds a smartphone Photo by Ibrahim Rifath
- Affordance 2: Extension Technology supports extended learning, connecting learning experiences across locations, times, devices and social settings. A man in the countryside looks through a frame which encourages people to take a picture and share it on Facebook or Twitter.
- Enriched realities Extending learning with augmented and virtual reality Blends realities Day-to-day reality Our normal experience Augmented reality Device overlays information such as text or graphics on our surroundings Virtual reality Device provides a 3D environment to interact with Enriched reality is at is best when it is used to create experiences that would not otherwise be possible. A man in a leafy environment looks at this phone. In the picture, we see an augmented reality artwork including patterned organge cloth and a large floating boulder.
- Enriched realities Remote exploration of places it would be difficult, dangerous, or impossible to visit. Time machine to engage with historic events or see landscapes change. Focused immersion Modifying scenarios to draw attention to important aspects. Virtual rehearsal Trying different ways of working through the same situation. Just-in-time support Pulling up information that is immediately relevant to what learners are doing. Image of an exhibit in Bath, England, of Roman remains. A projection fills in missing elements of a ruined temple pediment.
- Affordance 3: Inquiry Learners who have access to a smartphone have access to sensors enabling them to interrogate, analyse and record their environment. Technology also offers tools to organise and analyse that data Link to a scientific paper, 61 weird and wonderful ways to measure a building with a smartphone arxiv.org/abs/2010.11606
- Online laboratories Laboratory access for all Interactive screen experiments Simulations of experiments Real data eg microscope slides to view at different magnifications Remote access to analytical instruments Remote control of robots Virtual reality field trips Live labcasts using web streaming Link to an example earn5.open.ac.uk
- Online laboratories Enable students to understand concepts and carry out investigations Support students to design meaningful experiments, make sense of their data, relate the data to their questions, and decide what to do next Provide feedback to guide learning Give access to dangerous or rare materials Prepare for careers as scientists Link to an example www.golabz.eu
- Affordance 4: Personalisation Interacting with technology generates datasets that can be used to help learners understand and develop their skills. The data can also be used to create personalised paths through learning content. Illustration of a hand holding a smartphone with a learning ananlytics app that allows the user to select what information they see relating to attendance, engagement, social interaction, performance and personal details bit.ly/lak17-practitioner-track
- Esports Learning and teaching through competitive virtual gaming Different forms: Competitive gaming broadcast and played on the Internet Physical eg dancing using foot-activated sensors Linked to training programmes on bikes or running machines A smiling woman sits on an exercise bike in front of a screen and a computer. She is using Zwift.com
- Esports Provide real-time feedback in form of data and statistics. Monitor and improve performance. Apply mathematics of statistics to suggest strategies to improve performance. Share / stream training via www.twitch.tv Screenshot of courses available ‘Learn strategies for coaching, producing, marketing, or analysing esports https://bit.ly/3PSQTz8
- Affordance 5: Publication Learners can use digital tools and the Internet to engage in authentic tasks that connect their learning with experiences outside their classroom. They also have opportunities to share their work worldwide. Examples of blogging and TikTok use, for example, https://bit.ly/3wUXZe8
- Useful reference: Jones, Derek (2022). Studio use in Distance Design Education. PhD thesis The Open University. DOI: https://doi.org/10.21954/ou.ro.00014388 Virtual studios Hubs of activity where learners develop creative processes together The studio is primary learning environment for many creative disciplines. A hub of activity where learning is experiential and constructive, creative processes are developed, linear ways of thinking are challenged and uncertainty is embraced. Tutors and peers observe, comment on and critique work in progress. Screenshot of a virtual pinvoard from an Open Design Studio
- Virtual studios Hubs of activity where learners develop creative processes together Make use of sharing experiences Online exchange of ideas Rapid feedback from tutors /peers Tools for recording and reflecting Supporting inquiry and dialogue Scale increases opportunities Increased exposure to others’ ideas Networks of learning and support Hub for community projects Allows links with makers / partners Screenshot of more than a hundred T-shirt designs – responses to a single design task
- Affordance 6: Scale Education can be delivered at scale through MOOCs. When courses like this make use of networking and learning through conversations, interactions can become richer as learners around the world share ideas and perspectives. Examples of responses to an activity where learners were asked to share images of learning. A woman holding two babies works on a laptop, an Escher print shows an ever-ascending staircase, and Spiderman perches on the Great Wall of China reading a book
- Learning with chatbots Using educational dialogues to improve learning efficiency Chatbots can be use in both formal and informal learning enviornments, providing learners with support tailored to their needs by constructing an immersive learning environment, analysing learners’ requirements and initiating supportive conversation. Illustration of a colourful robot
- Learning with chatbots Will the chatbot be dialogue facilitator, learning problem analyser, conversational partner, or guidance provider? What will the emotional response of learners be to the chatbot? At what stage in the activity should the chatbot be involved? Can data collected by the chatbot be used to improve learning? Screen image of the ADMINS chatbot at The Open University. The bot is saying ‘I am the ADMINS chatbot and I’m here to help you get the right support for your studies;
- Innovating Pedagogy 2022 Hybrid models: Maximising learning flexibility and opportunities Microcredentials: Accredited short courses to develop workplace skills Wellbeing: Promoting wellbeing across all aspects of teaching and learning Watch parties: Watching videos together, whatever the time or place
- Contact links with cover image from Innovating Pedagogy 2022 slideshare.net/R3beccaF r3beccaf.wordpress.com/ twitter.com/R3beccaF www.open.ac.uk/blogs/innovating