The UK Open University have launched an interesting new series, Innovating Pedagogy. The series of reports is intended to explore new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Mike Sharples explains:
We wanted to distinguish our perspective from that of the EDUCAUSE Horizon reports, which start from a consideration of how technologies may influence education. I would argue that ours aren’t ‘technology-driven opportunities’, but are rather an exploring of new and emerging forms of teaching, learning and assessment in an age of technology. All innovations in education nowadays are framed in relation to technology, but that doesn’t mean they are ‘technology driven’. So, for example, personal inquiry learning is mediated and enhanced by technology, but not driven by it.
We had a long discussion over ‘pedagogies’. The problem is that there isn’t a word in English that means ‘the processes of teaching, learning and assessment’. I would argue that in current usage ‘pedagogy’ has broadened from a formal learning experience conducted by a teacher, as we have become more aware of the opportunities for peer learning, non-formal apprenticeship etc. See e.g. http://www.memidex.com/pedagogy+instr . The origin of the word isn’t ‘teacher’ but “slave who took children to and from school” We were careful to indicate in the Introduction our usage of the word: “By pedagogy we mean the theory and practice of teaching, learning, and assessment.” So, within that usage are practices that might contribute towards effective learning, such as creating and sharing annotations of textbooks.
The ten trends explored in the first report are:
- Assessment for learning
- Badges to accredit learning
- Learning analytics
- New pedagogy for e-books
- Personal inquiry learning
- Publisher led mini-courses
- Rebirth of academic publishing
- Rhizomatic learning
- Seamless learning
Although the list may seem as little idiosyncratic, authors emphasise that the themes are often interlinked in practice. I wonder though, if there is something of a contradiction between Assessment for Learning and Learning Analytics?
I am also interested in the definition of rhizomatic learning: “supporting rhizomatic learning requires the creation of a context within which the curriculum and knowledge are constructed by members of a learning community and which can be reshaped in a dynamic manner in response to environmental conditions. The learning experience may build on social, conversational processes, as well as personal knowledge creation, linked into unbounded personal learning networks that merge formal and informal media.”