Thursday 8th September I had the privilege of running an online workshop for FLANZ to explore the potential of a range of different pedagogical approaches that might apply to different educational sectors in New Zealand and Australia.
See Transcript The Innovating Pedagogy 2022 is the 10th annual report from the Open University (UK) 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 collaboration between the Institute of Educational Technology at 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. Ten concepts or themes are identified.
| 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 industrial workplaces. A step up 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 micro-credentials 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 the 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 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. |
The workshop used Mentimeter as an online polling tool. Of the 25 participants, 20 regularly voted and made 659 submissions. The tertiary sector dominated, at 15, with fewer representatives from the Private Training Enterprise and Commercial L&D sectors and only one from compulsory education. Only 2 Australians participated. Despite having laboured the point in all publicity materials that it would be valuable to read the report before participating, only 8 said they had read it (or the summary), with 11 admitting they had not. Of the 17 that responded to the question about their approach to new educational technologies, 12 saw themselves as ‘progressive’, 2 as ‘radical’, and 3 as ‘pedestrian’. To get participants involved in thinking about each pedagogic approach, we ran a 2×2 square exercise, asking what the relative effort versus impact might be. See the video for responses. Following breakout groups we ranked the innovations in terms of the amount of attention participants would pay to them in the next 12 months in their personal practice (see screenshot above). The general consensus was that whilst there was nothing exceptional or radical in any of these innovations, they provided a focus for reflection and were deemed stimulating. Thank you to all who participated.
