{"id":582,"date":"2019-01-02T20:17:58","date_gmt":"2019-01-02T20:17:58","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/innovating\/?page_id=582"},"modified":"2024-08-20T16:21:45","modified_gmt":"2024-08-20T15:21:45","slug":"themes-from-previous-reports","status":"publish","type":"page","link":"https:\/\/www.open.ac.uk\/blogs\/innovating\/?page_id=582","title":{"rendered":"Themes from previous reports"},"content":{"rendered":"<p><a href=\"https:\/\/prismic-io.s3.amazonaws.com\/ou-iet\/4acfab6d-4e5c-4bbd-9bda-4f15242652f2_Innovating+Pedagogy+2023.pdf\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/prismic-io.s3.amazonaws.com');\"><strong>Innovating Pedagogy #11 (2023)<\/strong><\/a><\/p>\n<ul>\n<li><strong>Pedagogies using AI tools<\/strong> \u2013 Using AI tools such as ChatGPT to support teaching and learning<\/li>\n<li><strong>Metaverse for education<\/strong> \u2013 Educational opportunities through fully immersive 3D environments<\/li>\n<li><strong>Multimodal pedagogy<\/strong> \u2013 Enhancing learning by diversifying communication and representation<\/li>\n<li><strong>Seeing yourself in the curriculum<\/strong> \u2013 Pedagogies enabling students to see themselves in the curriculum<\/li>\n<li><strong>Pedagogy of care in digitally mediated settings<\/strong> \u2013 Prioritising the well-being and development of students<\/li>\n<li><strong>Podcasts as pedagogy<\/strong> \u2013 Embedding podcasts in teaching and learning practices<\/li>\n<li><strong>Challenge-based learning<\/strong> \u2013 Rising to challenges to benefit individuals and societies<\/li>\n<li><strong>Entrepreneurial education<\/strong> \u2013 Students as change agents in society<\/li>\n<li><strong>Relational pedagogies<\/strong> \u2013 Working relationally in and across disciplinary and professional boundaries<\/li>\n<li><strong>Entangled pedagogies of learning spaces<\/strong> \u2013 Connecting technology, pedagogy and all elements of a learning context<\/li>\n<\/ul>\n<p><a href=\"https:\/\/prismic-io.s3.amazonaws.com\/ou-iet\/5c334004-5f87-41f9-8570-e5db7be8b9dc_innovating-pedagogy-2022.pdf\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/prismic-io.s3.amazonaws.com');\"><strong>Innovating Pedagogy #10 (2022)<\/strong><\/a><\/p>\n<ul>\n<li><strong>Hybrid models<\/strong> \u2013 Maximising learning flexibility and opportunities<\/li>\n<li><strong>Dual learning scenarios<\/strong> \u2013 Connecting learning in classrooms and industry workplaces<\/li>\n<li><strong>Pedagogies of microcredentials<\/strong> \u2013 Accredited short courses to develop workplace skills<\/li>\n<li><strong>Pedagogy of autonomy<\/strong> \u2013 Building capacity for freedom and independent learning<\/li>\n<li><strong>Watch parties<\/strong> \u2013 Watching videos together, whatever the time or place<\/li>\n<li><strong>Influencer-led education<\/strong> \u2013 Learning from education influencers on social media platforms<\/li>\n<li><strong>Pedagogies of the home<\/strong> \u2013 Understanding the home as a place for cultural learning<\/li>\n<li><strong>Pedagogy of discomfort<\/strong> \u2013 Emotions as powerful tools for learning and for promoting social justice<\/li>\n<li><strong>Wellbeing education<\/strong> \u2013 Promoting wellbeing across all aspects of teaching and learning<\/li>\n<li><strong>Walk-and-talk<\/strong> \u2013 Combining movement and conversation to enhance learning<\/li>\n<\/ul>\n<p><a href=\"https:\/\/iet.open.ac.uk\/file\/innovating-pedagogy-2021.pdf\" ><strong>Innovating Pedagogy #9 (2021)<\/strong><\/a><\/p>\n<ul>\n<li><strong>Best learning moments<\/strong> \u2013 Positive mental states for enjoyable and effective learning<\/li>\n<li><strong>Enriched realities<\/strong> \u2013 Extending learning with augmented and virtual reality<\/li>\n<li><strong>Gratitude as a pedagogy<\/strong> \u2013 Reflecting on attitude to improve wellbeing and learning<\/li>\n<li><strong>Using chatbots in learning<\/strong> \u2013 Using educational dialogues to improve learning efficiency<\/li>\n<li><strong>Equity-oriented pedagogy<\/strong> \u2013 Finding fairer ways to improve learning for all<\/li>\n<li><strong>Hip-hop based education<\/strong> \u2013 Culturally relevant learning through hip-hop<\/li>\n<li><strong>Student co-created teaching and learning<\/strong> \u2013 Teachers and students creating materials and curricula<\/li>\n<li><strong>Telecollaboration for language learning<\/strong> \u2013 Using communication tools for collaborative language learning<\/li>\n<li><strong>Evidence-based teaching<\/strong> \u2013 Using evidence from research to inform teaching<\/li>\n<li><strong>Corpus-based pedagogy<\/strong> \u2013 Using authentic language data to support language teaching and learning<\/li>\n<\/ul>\n<p><a href=\"https:\/\/iet.open.ac.uk\/file\/innovating-pedagogy-2020.pdf\" ><strong>Innovating Pedagogy #8 (2020)<\/strong><\/a><\/p>\n<ul>\n<li><strong>Artificial intelligence in education<\/strong> \u2013 Preparing for life and learning in the age of AI<\/li>\n<li><strong>Posthumanist perspectives<\/strong> \u2013 Confronting the relationship between humans and technology<\/li>\n<li><strong>Learning through open data<\/strong> \u2013 Using real-world data for personally relevant learning<\/li>\n<li><strong>Engaging with data ethics<\/strong> \u2013 Ethical use of data in digital life and learning<\/li>\n<li><strong>Social justice pedagogy<\/strong> \u2013 Addressing injustices in lives and society<\/li>\n<li><strong>Esports<\/strong> \u2013 Learning and teaching through competitive virtual gaming<\/li>\n<li><strong>Learning from animations<\/strong> \u2013 Watching and interacting with short animations<\/li>\n<li><strong>Multisensory learning<\/strong> \u2013 Using several senses to enhance learning<\/li>\n<li><strong>Offline networked learning<\/strong> \u2013 Networked learning beyond the Internet<\/li>\n<li><strong>Online laboratories<\/strong> \u2013 Laboratory access for all<\/li>\n<\/ul>\n<p><a href=\"https:\/\/iet.open.ac.uk\/file\/innovating-pedagogy-2019.pdf\" ><strong>Innovating Pedagogy #7 (2019)<\/strong><\/a><\/p>\n<ul>\n<li><strong>Playful learning<\/strong> \u2013 Motivating and engaging learners<\/li>\n<li><strong>Learning with robots<\/strong> \u2013 Helping teachers free their time for teaching<\/li>\n<li><strong>Decolonising learning<\/strong> \u2013 Changing perspectives and opening up opportunities<\/li>\n<li><strong>Drone-based learning<\/strong> \u2013 Enabling and enriching exploration of physical spaces<\/li>\n<li><strong>Learning through wonder<\/strong> \u2013 Sparking curiosity, investigation, and discovery<\/li>\n<li><strong>Action learning<\/strong> \u2013 Finding solutions to apply in daily life<\/li>\n<li><strong>Virtual studios<\/strong> \u2013 Hubs of activity where learners develop creative processes together<\/li>\n<li><strong>Place-based learning<\/strong> \u2013 Location as a trigger for learning<\/li>\n<li><strong>Making thinking visible<\/strong> \u2013 Opening windows into student learning<\/li>\n<li><strong>Roots of empathy<\/strong> \u2013 Social and emotional learning<\/li>\n<\/ul>\n<p><a href=\"https:\/\/iet.open.ac.uk\/file\/innovating-pedagogy-2017.pdf\" ><strong>Innovating Pedagogy #6 (2017)<\/strong><\/a><\/p>\n<ul>\n<li><strong>Spaced learning<\/strong> \u2013 Building long-term memories in minutes<\/li>\n<li><strong>Learners making science<\/strong> &#8211; volunteering to make science and act as a scientist<\/li>\n<li><strong>Open textbooks<\/strong> \u2013 Adapting openly licensed textbooks<\/li>\n<li><strong>Navigating post-truth societies<\/strong> \u2013 Epistemic education for the 21st century<\/li>\n<li><strong>Intergroup empathy<\/strong> \u2013 Understanding the perspectives of others<\/li>\n<li><strong>Immersive learning<\/strong> \u2013 Intensifying learning by experiencing new situations<\/li>\n<li><strong>Student-led analytics<\/strong> \u2013 Using data to help learners set and achieve their own goals<\/li>\n<li><strong>Big-data inquiry: thinking with data<\/strong> \u2013 Understanding the world by working with large sets of data<\/li>\n<li><strong>Learning with internal values<\/strong> \u2013 Using students&#8217; interests to inspire learning<\/li>\n<li><strong>Humanistic knowledge-building communities<\/strong> \u2013 Helping learners to develop knowledge<\/li>\n<\/ul>\n<p><strong><a href=\"https:\/\/iet.open.ac.uk\/file\/innovating_pedagogy_2016.pdf\" >Innovating Pedagogy #5 (2016)<\/a><\/strong><\/p>\n<ul>\n<li><strong>Learning through social media<\/strong> \u2013 Using social media to offer long-term learning opportunities<\/li>\n<li><strong>Productive failure<\/strong> \u2013 Drawing on experience to gain deeper understanding<\/li>\n<li><strong>Teachback<\/strong> \u2013 Learning by explaining what we have been taught<\/li>\n<li><strong>Design thinking<\/strong> \u2013 Applying design methods in order to solve problems<\/li>\n<li><strong>Learning from the crowd<\/strong> \u2013 Using the public as a source of knowledge and opinion<\/li>\n<li><strong>Learning through video games<\/strong> \u2013 Making learning fun, interactive and stimulating<\/li>\n<li><strong>Formative analytics<\/strong> \u2013 Developing analytics that help learners to reflect and improve<\/li>\n<li><strong>Learning for the future<\/strong> \u2013 Preparing students for work and life in an unpredictable future<\/li>\n<li><strong>Translanguaging<\/strong> \u2013 Enriching learning through the use of multiple languages<\/li>\n<li><strong>Blockchain for learning<\/strong> \u2013 Storing, validating and trading educational reputation<\/li>\n<\/ul>\n<p><a href=\"http:\/\/proxima.iet.open.ac.uk\/public\/innovating_pedagogy_2015.pdf\" target=\"_blank\" rel=\"noopener\" ><strong>Innovating Pedagogy #4 (2015)<\/strong><\/a><\/p>\n<ul>\n<li><strong>Crossover learning<\/strong> &#8211; Connecting formal and informal learning<\/li>\n<li><strong>Learning through argumentation<\/strong> &#8211; Developing skills of scientific argumentation<\/li>\n<li><strong>Incidental learning<\/strong> &#8211; Harnessing unplanned or unintentional learning<\/li>\n<li><strong>Context-based learning<\/strong> &#8211; How context shapes and is shaped by the process of learning<\/li>\n<li><strong>Computational thinking<\/strong> &#8211; Solving problems using techniques from computing<\/li>\n<li><strong>Learning by doing science with remote labs<\/strong> &#8211; Guided experiments on authentic scientific equipment<\/li>\n<li><strong>Embodied learning<\/strong> &#8211; Making mind and body work together to support learning<\/li>\n<li><strong>Adaptive teaching<\/strong> &#8211; Adapting computer-based teaching to the learner\u2019s knowledge and action<\/li>\n<li><strong>Analytics of emotions<\/strong> &#8211; Responding to the emotional states of students<\/li>\n<li><strong>Stealth assessment<\/strong> &#8211; Unobtrusive assessment of learning processes<\/li>\n<\/ul>\n<p><strong><a href=\"http:\/\/www.openuniversity.edu\/sites\/www.openuniversity.edu\/files\/The_Open_University_Innovating_Pedagogy_2014_0.pdf\" target=\"_blank\" rel=\"noopener\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.openuniversity.edu');\">Innovating Pedagogy #3 (2014)<\/a><\/strong><\/p>\n<ul>\n<li><strong>Massive open social learning<\/strong> &#8211; Free online courses based on social learning<\/li>\n<li><strong>Learning design informed by analytics<\/strong> &#8211; A productive cycle linking design and analysis of effective learning<\/li>\n<li><strong>Flipped classroom <\/strong>&#8211; Blending learning inside and outside the classroom<\/li>\n<li><strong>Bring your own devices <\/strong>&#8211; Learners use their personal tools to enhance learning in the classroom<\/li>\n<li><strong>Learning to learn<\/strong> &#8211; Learning how to become an effective learner<\/li>\n<li><strong>Dynamic assessment<\/strong> &#8211; Giving the learner personalized assessment to support learning<\/li>\n<li><strong>Event-based learning<\/strong> &#8211; Time-bounded learning events<\/li>\n<li><strong>Learning through storytelling<\/strong> &#8211; Creating narratives of memories and events<\/li>\n<li><strong>Threshold concepts<\/strong> &#8211; Troublesome concepts and tricky topics for learning<\/li>\n<li><strong>Bricolage<\/strong> &#8211; Creative tinkering with resources<\/li>\n<\/ul>\n<p><strong><a href=\"https:\/\/iet.open.ac.uk\/file\/innovating-pedagogy-2013.pdf\" target=\"_blank\" rel=\"noopener\" >Innovating Pedagogy #2 (2013)<\/a><\/strong><\/p>\n<ul>\n<li><strong>MOOCs<\/strong> &#8211; Massive open online courses<\/li>\n<li><strong>Badges to accredit learning<\/strong> &#8211; Open framework for gaining recognition of skills and achievements<\/li>\n<li><strong>Learning analytics<\/strong> &#8211; Data-driven analysis of learning activities and environments<\/li>\n<li><strong>Seamless learning<\/strong> &#8211; Connecting learning across settings, technologies and activities<\/li>\n<li><strong>Crowd learning<\/strong> &#8211; Harnessing the local knowledge of many people<\/li>\n<li><strong>Digital scholarship<\/strong> &#8211; Scholarly practice through networked technologies<\/li>\n<li><strong>Geo-learning<\/strong> &#8211; Learning in and about locations<\/li>\n<li><strong>Learning from gaming<\/strong> &#8211; Exploiting the power of digital games for learning<\/li>\n<li><strong>Maker culture<\/strong> &#8211; Learning by making<\/li>\n<li><strong>Citizen inquiry<\/strong> &#8211; Fusing inquiry-based learning and citizen activism<\/li>\n<\/ul>\n<p><strong><a href=\"https:\/\/iet.open.ac.uk\/file\/innovating-pedagogy-2012.pdf\" target=\"_blank\" rel=\"noopener\" >Innovating Pedagogy #1 (2012)<\/a><\/strong><\/p>\n<ul>\n<li><strong>New pedagogy for e-books<\/strong> &#8211; Innovative ways of teaching and learning with next-generation e-books<\/li>\n<li><strong>Publisher-led short courses<\/strong> &#8211; Publishers producing commercial short courses for leisure and professional development<\/li>\n<li><strong>Assessment for learning<\/strong> &#8211; Assessment that supports the learning process through diagnostic feedback<\/li>\n<li><strong>Badges to accredit learning<\/strong> &#8211; Open framework for gaining recognition of skills and achievements<\/li>\n<li><strong>MOOCs<\/strong> &#8211; Massive open online courses<\/li>\n<li><strong>Rebirth of academic publishing<\/strong> &#8211; New forms of open scholarly publishing<\/li>\n<li><strong>Seamless learning<\/strong> &#8211; Connecting learning across settings, technologies and activities<\/li>\n<li><strong>Learning analytics<\/strong> &#8211; Data-driven analysis of learning activities and environments<\/li>\n<li><strong>Personal Inquiry learning<\/strong> &#8211; Learning through collaborative inquiry and active investigation<\/li>\n<li><strong>Rhizomatic learning<\/strong> &#8211; Knowledge constructed by self-aware communities adapting to environmental conditions<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.open.ac.uk\/blogs\/innovating\"title=\"Home page\"  >Home page<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Innovating Pedagogy #11 (2023) Pedagogies using AI tools \u2013 Using AI tools such as ChatGPT to support teaching and learning Metaverse for education \u2013 Educational opportunities through fully immersive 3D environments Multimodal pedagogy \u2013 Enhancing learning by diversifying communication and representation Seeing yourself in the curriculum \u2013 Pedagogies enabling students to see themselves in the [&hellip;]<\/p>\n","protected":false},"author":11,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-582","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=\/wp\/v2\/pages\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=582"}],"version-history":[{"count":19,"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=\/wp\/v2\/pages\/582\/revisions"}],"predecessor-version":[{"id":806,"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=\/wp\/v2\/pages\/582\/revisions\/806"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/innovating\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}