Innovating Pedagogy

The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.

Innovating Pedagogy report #2View the Innovating Pedagogy report.

This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education.  You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations.

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5 Responses to Innovating Pedagogy

  1. Chris says:

    One of the best of these styles of reports I’ve seen. Well done. To me we are still talking about the L word (the P word, the T word, the K word) as we always have. We can name it so we “know” what is going on.

    The logic underneath most of the different ways of doing ‘pedagogy’ remains one of folk who know a lot about something (call it X), with all the best intentions, designing ‘helpful’ ways for folk who know nothing about X to come to learn about X. The only problem is the folk who know a lot about X have forgotten what it is like to be a non-knower about X. The ‘bottom rungs’ of the X experts are long gone as they climbed way up the X ladder. What is offered the new folk is seen as more efficient, effective, to cut away all the glitches and mistakes folk made as they became X experts. Experiences of mistakes are seen as problems to be avoided. A lot of teaching is about getting X right. Knowledge about X got to where it is because a lot of smart people made a lot of key mistakes in trying to develop understandings of X. We don’t teach them about the mistakes (I think some teaching of philosophy is an exception-see Dan Dennett’s Intuition Pumps.), we teach them how to get X right.

    This is not an argument that everyone needs to start from scratch because they don’t. Each non-knower about X brings ways of thinking, ways of knowing they have developed in other spaces. What to me is the flawed assumption is that the design of an ideal pathway to X by X experts is necessarily helpful to the non-knower of X.

    I hope that makes a bit of sense. I am interested in the heuristics that folk deploy to begin to learn X. There is a lot of secret academic/teacher business and secret learner business that need not be secret. My hunch is that there is an opportunity to do something a little different here.

    Tuppence worth.

  2. Chris says:

    I would if the report loaded

  3. admin says:

    Thanks Bryan,
    I agree that crowd learning won’t take off if all online activity is directed through the LMS. I would put it as a challenge to teachers, to engage their students in citizen science and crowd learning activities outside the LMS silo – some are already doing that.
    I’m not convinced that government backing is needed for these. The maker community is flourishing without government support – in fact direct government intervention could stifle innovation in that area. And badges are already used in NGOs such as Scouts, and of course are starting to take off in MOOCs.
    I agree that seamless learning is still more a concept than a reality. But I know from my practices that I’m starting shift seamlessly in social and browsing activity among laptop, tablet and smartphone – and there’s a new generation of young people who continue conversations across technologies and locations.

    For your questions:
    - Open access is growing, with bodies that fund research demanding open access publication of findings, and some MOOC platforms providing open and discoverable resources. As with most innovations, this won’t immediately replace previous mechanisms and services (any more than TV replaced theatre). But it is likely to cause a shift in the publishing business model – for example, with publishers providing more legacy publications on open access, and operating a ‘freemium’ model with some free publications supplemented by paid-for additional (interactive) content and services. Unfortunately, all this will put additional pressure on academic authors, to create materials in a variety of formats.

    And I really don’t know how gaming will grow. There’s increasing interest in ‘serious gaming’ in some areas (gaming has been used in business management training and in the military for many years), and I think ‘gamification’ will influence MOOCs and their successors (with game elements such as levels, badges, and reputation management).

    Like many innovations in education, the innovation will happen outside the academy through informal learning and then elements will be absorbed by the academy. But the new excitement is in members of the academy adopting more innovative models and services (MOOCs and varients) alongside their traditional offerings, as sites of more rapid innovation.

  4. You’ve generated a good list, especially from the perspective of “not having happened in a big way so far”.

    A few thoughts:
    -crowdlearning will only take off in formal education once we break out of the LMS silo. Crowdlearning is doing very well in informal learning.
    -government backing is significant for some of these: badges, open access scholarship, even the maker movement. That support is politically vulnerable.
    -I’m not sure seamless learning really holds its diverse components together. Mobile, social media, lifelogging seem to suggest some other synthesis (and you break out geolocation into another topic). No, I’m not fully sure what that is yet.

    Questions:
    -if you see digital scholarship having an impact in the short term, do you think open access will grow rapidly? If so, what do you see happening to publishers?
    -how do you see gaming for learning growing, given widespread resistance to both games and gamification within the academy?

  5. admin says:

    Welcome to the website for the Innovating Pedagogy report series. Please add your comments on the content and themes of the report.

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