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Very Brief Overview of ‘Innovating Pedagogy 2022’

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

Cover of Innovating Pedagogy 2022This 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.
10 Themes from the 2022 Innovating Pedagogy report

 

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

Flexible Learning requires portfolio-centred course design.

ePortfolios, and indeed their analogue counterparts, allow learners to make selections of educational evidence, bring them together so that the learner self-manages their reflections, progress and learning journey. They can also be used as tools for storing and sharing assessment, academic records and certifications.

I recently had a discussion with a colleague who advocated LinkedIn as a portfolio platform for vocational tertiary learners. That assumes that learners are ready to share the results of their endeavours, to present themselves to the world. A networking portfolio. That is one facet of a good portfolio tool. The process of selecting artefacts to share, writing articles and posts for LinkedIn is certainly advantageous for established and confident learners, but it is not suitable for the vast majority. LinkedIn is a professional social networking platform first and foremost, and an effective one, but it is not an ePortfolio for learners.

An effective ePortfolio tool is essential for contemporary learners in an environment in which digital forms of learning are ubiquitous. The ability to bring together, to aggregate, all forms of informal, non-formal and formal learning is something any serious educational provider needs to consider now.

An ePortfolio tool could provide the backbone of all the diverse provision across work-based, distance and flexible forms of learning. It diminishes the importance of where specific learning experiences are sought, which platforms students are required to logon to access their learning content, and instead provides a single reference point. ePortfolio tools that can be linked to any number of different virtual learning platforms and commercial storage options (Google Drive, OneDrive, Dropbox, etc), that enables artefacts to be selectively shared or kept private already exist.

The Mahara ePortfolio ( https://mahara.org ) environment is one of those New Zealand government funded initiatives that, despite a lack of ongoing investment, has continued to exist simply because it is fundamentally sound. I am merely a user of Mahara and have no commercial or other vested interest in the platform. But I am beginning to anticipate how useful, and central, it could be to the mission of all educational providers if serious attention and investment was made into the Mahara platform. Learners would be able to logon to their ePortfolio, in effect as their personal portal, and be able to search across all provision, from micro-credentials to full degrees, across all modes of delivery. Learners would be able to add options to their ‘wishlist’ and could submit it for career advice. Learners would be able to move across different modes and locations as life intervenes. With some further integrations and a bit more UX development, learners would be able to upload images and video from the construction site, kitchen or orchard. Learners would be able to talk to other learners outside of their cohorts or courses, across providers and their platforms. With some additional investment Mahara can be used across all forms of ePortfolio use in vocational learning.

Portfolios can provide a personal profile, serve as a capstone portfolio for a qualification, a reflective space and a store for artefacts. It could also be used as a portal for other assessment and learning resources.

Flexible learning requires a portfolio-centred approach to learning.

Photo by Milad Fakurian on Unsplash

Taxonomies of Educational Outcomes

Delighted to share an interactive walk-through of the recently updated poster (available here). Click in the top right-hand corner to make the interactive fullscreen. There is also a video walk-through of the same poster below. Note the title of the poster has changed from using ‘objectives’ to ‘outcomes’.

Guidance to Educators: Developing professional relationships

Transcript:

Welcome all, please feel free to share this video with colleagues if you think they would find it of interest. 

Let’s talk today about building professional relationships. Teaching can be quite a lonely experience. Depends a little bit on the organization that you teach in. You might be teaching in a very isolated part of the world, or you might be teaching a very specialist discipline. You might be the only person teaching that particular subject in your school, even in your area. 

And having good connections with other practitioners that understand you, understand your context, definitely do serve to lower the level of anxiety that you might feel. There’s evidence to suggest that well- connected educators do suffer less anxiety.

So reaching out now is much easier. There are any number of digital platforms that you can engage with and connect with other people. And in doing so you benefit not just that level of human connectivity, but you’re also using them as a source of new ideas, new sources, new perspectives. 

It’s very important if you do get involved in any of these platforms that you do become a contributor, as well as a consumer. That’s not just because that’s fair. It’s just, it’s also that echoing your voice is really important, using your voice to mirror the practice of others is part of the process of building those relationships.

Even if it’s just to go back to someone who’s posted something, you found a value to just say “I’ve used what you suggested. It worked very well for me” or it didn’t and I made this adjustment, and I did it this way. Having that level of feedback is really important. 

So, I’m on a number of different platforms. I’m on LinkedIn. I’m on Twitter. I’m on Instagram. I’m on Tik Tok. I’m on YouTube and I’ve got my own website, but I think the two that everyone needs to start with are Twitter and LinkedIn. Build a profile on LinkedIn, doesn’t have to be expansive, but at least something that gives people a sense of who you are as a person.

And then Twitter is a great way of just picking up ideas, sources, perspectives, re-tweeting things that you think are of interest, identifying things more widely, and posting them and share that community experience. You’d be surprised how quickly it does build and giving you a solid network to lean on will undoubtedly reduce your anxiety. 

So you might want to try some of those platforms for yourself. See how it goes. 

Let me know. Be well.

Guidance for Educators: Making time for learning

Transcript:

Welcome all. Please feel free to share this with your colleagues, if you think they’ll find it of interest.

Let’s talk about how you make time in your learning. We all have a very busy curriculum. We have a lot of ‘content’ to get through a lot of concepts and learning, to convey to students during any one session. I think it’s really important that we make time for learning. I think teaching is better equated to a version of television rather than of radio. There’s a concept in radio of ‘dead air. Every, every silence has to be filled. That’s not true in television. If you’ve got something visual to look at, you don’t need to provide words to go with it.

So unless you’re developing podcasts for teaching, I think there’ll always be a visual element in any teaching encounter that you’re designing. There’s no need to worry about the dead air.

And in fact, a well-planned teaching session will always have space built into it, time built into it, to allow for some quiet reflection. And I think you do need to build that into your session at pertinent points, during any session that you’re delivering. So you can build in reflective questions.

For example, something I used to do literally to put up a slide that would have a question on it and just say. We are going to pause for a minute. I’m going to encourage you to think about that. Make some notes. Sometimes students might start talking to each other. That’s not necessarily a big problem. It’s only for a minute. It gives you a chance to gather your thoughts, have a glass of water, but it also paces the session quite effectively.

So please have a go try something similar. Let me know how it goes. Be well.

Guidance for Educators: Mix it up!

 

Transcript:

Welcome all. Please feel free to share this video with colleagues, if you think they would find it of interest.

I want to talk today about engaging students about the need to mix it up a little bit in terms of the way that we deliver our learning, the way that we engage our students. It is important to be consistent from a quality perspective but to avoid repetition. And it’s very easy to make an excuse and say, well, “this is the room that I’ve been allocated, to teach in”, or “this is the confines of the webinar space that I’m being expected to operate in”. And that becomes a defense mechanism on the part of educators. So this is the way this is the way it’s always been done. “This is the way the lectures work. This is the way it’s done.”

And I think we need to avoid that.

It’s important that we focus on the notion of engagement of the learning we need to think about, what’s going to provoke the learner, provoke the student, to engage with the concepts and the knowledge that’s being shared or imparted.

And that doesn’t necessarily making every session a very different form of active learning, but it does mean you have to focus in on the concepts and think about how best to illustrate those concepts. Visually, ideally. So the best way to do that is to review the concepts within an individual session and put it in the context of a broader course, and then identify whether or not you think this particular concept is best experienced through some lecture form,

or through some seminar form or through some active learning form you might throw in a moot or a discussion you might throw in a question, answer session. You might throw in a way of giving students to do peer learn from each other, even within a lecture theater, anything is possible. It’s really important that you break out of the mold of doing repetitive forms of delivery. It’s really important that we mix it up to maintain the engagement of our students. So look at the whole series of sessions, identify individual concepts, take a course wide view, and then map out what best form of engagement you think is going to work that ensures some variation in the learning experience.

And that’s much more likely to engage, maintain, engagement of your learners. 

Guidance for Educators: Speak freely

Transcript

Welcome all. Please feel free to share this with your colleagues. If you think they’ll find this. Interesting. So let’s talk today about how you deliver your notes. I’m going to assume that if you’re delivering any kind of lecture, you will have notes and it’s absolutely critical that you don’t stand and read.

It’s also important that you don’t substitute your notes with PowerPoint slides that have bullet-pointed versions of your notes, and you end up just reading out the bullet points. There’s good practice and bad practice in that. There’ll be other resources available around that shortly. So, I think it’s really important that you think about how you convey the message of the learning using your notes.

It’s ‘notes’, not a script. Don’t illustrate with bullet points, use as much eye contact as possible and make sure that you are illustrating key points. If you are going to use PowerPoint as a visual tool, it is a visual tool, not a text-based tool. It’s absolutely critical that you recognize that the most powerful tool you have when you’re teaching is your own voice.

And there are things you can do to train your voice. There are ways that you can encourage your voice to carry more meaning, more conviction, and there’ll be resources about that coming out shortly. So I tend to rehearse at least part of any presentation. I don’t always rehearse the entire one hour lecture or 40-minute lecture or 35-minute lecture, but I will always try and rehearse at least part of it to make sure that the tone is right, that the notes are structured in such a way that they will support what it is I want to teach.

So I would suggest that you try something similar. Let me know how it goes. Be well.

Guidance for Educators: Session Planning

Transcript:

Welcome all. Please feel free to share this with colleagues. If you think it would be of interest to them. So, today I want to talk a little bit about why it’s important to plan your sessions. This is particularly pertinent if you’re delivering a stand-up lecture, that’s expected to keep students engaged for 40 minutes, 45 minutes, but even in a normal session, a normal seminar session, it’s still really important that you plan. Down your session. It’s really important that you don’t plan around the content. And rather you plan around the learning experiences. We can almost take them as synonyms. We would almost say content and experiences are the same, but it’s really important that you think about how the student is hearing that content, how they’re engaging with that content rather than just delivering them raw content.

I think it’s also really important as you plan out those linkages, those connections between the experiences in your lecture, that you don’t use a hundred percent of the time, certainly lecturers when they start their careers, if they’re not particularly confident, they will walk into a lecture theater, start delivering, keep talking and leave at the end, in order to possibly avoid confrontation, avoid questions.

And once you’ve found your feet, you will be able to use the time really effectively. And I think it’s important that you plan possibly for up to 80% of the session to be around the learning experiences, the guided experiences that you were expecting to share with students, and leave 20%. at the end. Sometimes people say, what do I do if people don’t have questions, if students don’t ask anything, how do I use that time?

There, there are a number of ways that you can use that, but it is important to have a, almost an Encore in the way that a musician is expecting to come back onto the stage and perform again. we don’t usually get, rounds of standing ovations for our teaching, but very often having an Encore is really important.

It’s almost the most important thing because it’s the last thing that the student is going to experience. So it can’t be something that is core. Can’t be core content or core content experience because you might not get your opportunity. The session might go long and it’s dangerous to leave the best to the end, but it has to be something that’s reinforcing something that’s empowering and it’s worth actually concentrating really on what that Encore is going to look like.

And then build the session back. If the session does go a little bit long, that Encore needs to be able to be prepared either as a short video interaction to go up on the website on your, virtual learning environment, or possibly. Yeah, featuring featured in a handout, but it’s really important that you plan out the experiences for 80% of the session, and link them together, conceptually through good planning.

There are some templates that you can use for planning sessions, a search on the web would find any number of them. I’ve also got one on my website as well. If you do want to access that.

Just give it a go. See how it goes. Let me know. Be well.

Teaching Enhancement Toolkit: Simple 5 Step Lesson Plan

Why we need to change how we design courses.

There are many courses out there that do a great job of teaching manual, dexterity and physical capabilities. From bricklaying, hairdressing, to gas-fitting, there are course that are focussed around manual processes. However, there are huge numbers of graduates from tertiary programmes that cannot perform duties required of employers on day-one simply because they have not learnt how to do something. Their learning may have been told ‘why’, and even ‘what’ is expected, but it has not enabled them to perfect the skills associated with the ‘how’.

It remains remarkable to me that so many course and programme specification documents, replete with (sometimes well-formed) learning outcomes, have NO psychomotor outcomes. There are few courses that could not be improved by including an assessed outcome associated with using a tool or technology.

To prove the point I asked colleagues informally before Christmas whether they could think of a course where there was NO tool or technology use in play. Without further prompting, most agreed that Excel skills, SPSS, CAD tools, even library databases all required a degree of incremental competence but that these had not been in any way ‘taught’, let alone assessed, within their courses. One provocateur suggested that their course required only the ability to write and reflect. It took little effort to unpick this given that writing in this context requires a word-processing package, formatting, style sheets, spell-checking and in-text-citations, all of which are assumed graduates skills. This colleague stood their ground, suggesting that they were not employed to teach those skills; that was someone else’s responsibility.

This may be at the root of the challenge. Thirty years ago (when many of our current educational leadership graduated) your three to seven years spent at University was a valuable time spent in proximity to the sources of privileged knowledge, the esteemed Professor or the library. You had a whole life after graduation to develop the rounded skills associated with being whatever your chosen lifetime employment might be. That is simply no longer the case. The ‘academy’ no longer contains the privilege knowledge. We have democratised the information sources. Even those who embark on a lifelong vocation will find the landscape around them continuously changing.

Access to the LinkedIn Learning resources, and the cornucopia of free web resources, has allowed some institutions to negate whatever obligations for manual, dexterity and physical skills development they might feel towards their students. Some course weave these external resources into the learner’s experience, others totally abdicate responsibility and deem it part of the independent learning required of learners.

One reason for this lack of attention paid to the acquisition of psychomotor skills is because it is thought harder to assess someone’s psychomotor skill set that it is to test their knowledge, and by extension their intellectual or cognitive skills. If I can’t meaningfully assess it, I’ll just avoid teaching it. It is also a function of the ‘curse of knowledge’, given that faculty have acquired their psychomotor skills in a particular technology or tool over an extended period of time and they have failed to either document that learning or indeed to reflect on it.

There are some well designed courses out there. I hope you designed or teach on one. But there is still a significant deficit in the in-course provision of support for the acquisition of psychomotor skills associated with tools and technologies in a range of disciplines. We need to design courses across ALL disciplines that are rooted in the skills that graduates require to handle the uncertain information, technology, and socio-cultural environments they face. This means designing courses first around psychomotor skills, interpersonal and affective skills, then meta-cognitive and cognitive skills. Then, and only then, should we worry about the factual knowledge element. We need programme and course designers to be designing with different priorities if we want to make learning appropriate for the contemporary learner.

Photo by Markus Spiske on Unsplash

How is leadership in higher education responding to changing notions of autonomy and accountability?

With the disruption to delivery models, timetables, and staff and student expectations in the last 18 months some institutions are struggling to maintain their faculty’s motivation and commitment. Some are wrestling with changing notions of autonomy and accountability.

With the disruption of delivery models, timetables, and staff and student expectations in the last 18 months, some institutions are struggling to maintain their faculty’s motivation and commitment. Universities are struggling to balance the need to provide their academic staff with more autonomy while ensuring they remain accountable.

Some academic staff still hark after the glorious days of academic self-management. The danger is that it doesn’t take much for that ‘autonomy’ to be abused; The elderly professor earning the salaries of three junior colleagues, applying fruitlessly for funds for arcane and irrelevant research, with no PhD supervision duties and no teaching, is not as rare as we like to imagine. Such individuals demonstrate to newer faculty that they can achieve career advancement by being selfish. This breeds a culture in which those with a relatively light workloads do their best to appear overburdened in order to defer requests from others to ‘pitch-in’. Most of us can identify such individuals.

The balance between academic autonomy and accountability defines the character of an institution from a faculty perspective. Autonomy and accountability are reflected in large part by how an organisation articulates leadership and management, two concepts that are frequently conflated inappropriately.

Leadership is about enabling with vision, providing clarity of purpose, illuminating the path ahead. This means communicating a clearly defined future state; a vision. Leadership does not require seniority. We often look to colleagues that we know to be skilled and confer the mantel of leadership on them. You can develop leadership skills, but usually within a specific context. A leader in one organisation at one time does not always adapt well to a different context. Some prove adaptable, but not all. Leadership is about empowering others to be more autonomous.

Management is quite different. Management is about implementing, maintaining, and curating structural processes within a given context. Everyone self-manages by this definition (calendar management, time-booking, etc). Beyond self-management, most organisations create tiers of managers to maintain policies and practices, to fulfil something externally imposed whatever legislative regulations or quality standards. Management is ensuring accountability.

We require leaders to trust the people they have responsibility for. Leaders need to provide supportive autonomy. Managers do not have to trust their people because they have tools to track them. They have instruments for accountability. It has been said that leaders make sure that the right things are done, managers make sure that things are done in the right way. 

Autonomy and accountability are two sides of the same coin. While some institutions have released faculty to get their own courses onto the institutional virtual learning environment, others had more structured approaches. In both cases, many have been unprepared for what changing models of delivery mean for accountability. Student complaints have surprised some institutions, mostly about the inaccessibility of faculty in the digital context. Students expectations need careful management. This does not need more systems to monitor faculty-student interactions, or appointing more people to watch people, and people to watch the watchers. It requires that new social-digital contracts be negotiated among all the participants and stakeholders in the University ecosystem.

Universities face challenges with some students and faculty struggling to adjust to the demands of balancing workload and practices of supporting flexible online provision. Going ‘back to normal’ for some will simply not be possible. This is a time when leaders and managers need to work together.

Managers need to hold the freeloader Professor and the ‘too busy’ junior colleague to account. Leaders need to define the future state of Universities in a language that faculty and students can make sense of. Together, they need to define, negotiate, explore and define new concepts of accountability and autonomy.

 

 

 

 

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