This very brief summary is in no way to be taken as a substitute for reading the full report, or indeed the Executive Summary, which is available here: Innovating Pedagogy 2022
This is the 10th annual report exploring new forms in interactive and innovative practice of teaching, learning and assessment. These innovations already exist in pockets of practice but are not considered mainstream. This report, a collaboration between the Institute of Educational Technology in The Open University, UK, and the Open University of Catalonia, Spain, is the result of a filtering process and is compiled, based on a review of published studies and other sources.
| Hybrid models Maximising learning flexibility and opportunities. Beyond the strict curriculum delineations in Blended Learning models, Hybrid forms aim to empower the learner to optimise their own learner choices at to where, when and how to learn. Providing flexible choices requires teachers and institutions to adjust their systemic approaches. |
Influencer-led education Learning from education influencers on social media platforms. Acknowledging the growth of edu-influencers, who optimise their use of social media tools to share their knowledge, experience, and passion for a range of subjects from the highly specialised to the generic. Evaluating the veracity of the message is a challenge for the learner. |
| Dual learning scenarios Connecting learning in classrooms and industry workplaces. A step on from work-integrated learning models, the expectation is that course designers fully meld both formal classroom and work spaces into a coherent experience. |
Pedagogies of the home Understanding the home as a place for cultural learning. Not the same as home-schooling. Rather, it seeks to leverage the wider socio-cultural environment that the learner inhabits. Also recognises the burden on marginalised communities to fully participate. |
| Pedagogies of microcredentials Accredited short courses to develop workplace skills. Existing approaches, snippets taken from existing programmes, fail to create an effective learning ecosystem for learners who require support to develop a patchwork portfolio meshing formal, non-formal and informal experiences together. |
Pedagogy of discomfort Emotions as powerful tools for learning and for promoting social justice. A process of self-examination that requires students to critically engage with their ideological traditions and ways of thinking about issues such as racism, oppression and social injustice. |
| Pedagogy of autonomy Building capacity for freedom and independent learning. Explores notion of incorporating informal, non-formal and formal learning patterns into the learner’s experience, creating self-regulated learners with an emphasis on their metacognitive development and allowing them to reflect their true selves.. |
Wellbeing education Promoting wellbeing across all aspects of teaching and learning. Wellbeing education helps students to develop mental health ‘literacy’ by teaching them how to manage their own mental health, recognise possible disorders, and learn how, where and when to seek help. |
| Watch parties Watching videos together, whatever the time or place. Leveraging the increased connectivity prompted in response to covid-19, and the move of media providers to provide educational tools, this is the notion of structured engagement around a shared viewing (or listening) experience. |
Walk-and-talk Combining movement and conversation to enhance learning. Not just used in service of for those in need of emotional support, where the therapeutic benefits have been proven, but across a wide range of learning activities where reflection and thought would be best served by being away from the classroom and being outside and mobile. |
Kukulska-Hulme, A., et.al. (2022). Innovating Pedagogy 2022: Open University Innovation (No. 10). Open University.
Dr Simon Paul Atkinson PFHEA / 13 July 2022
Image is generated by OpenAI’s DALL-E2
Very Brief Overview of ‘Innovating Pedagogy 2022’