Innovating Pedagogy 2022

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Summary

https://sijen.com/2022/07/14/very-brief ... gogy-2022/


Full report

https://drive.google.com/file/d/1CMiwgu ... sp=sharing

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From Innovative Pedagogies publication

viewtopic.php?p=7#p7

Beatty identifies four pillars which guide the design of the whole learner experience


1. learner’s freedom to choose between options relating to their pace of study or topics they prefer.
2. The second is equivalency, ensuring that different types of participation lead to similar outcomes.
3. The third focuses on reusing supporting teaching materials to meet the requirements of different strategies and channels.
4. Finally, the fourth pillar focuses on the learner’s ability to perform adequately within all participation modes or paths.


Flexible hybrid learningmay also integrate a ‘bichronous learning’approach where special attention is given to asynchronous learning in terms of meaningful learning design and the optimal use of platforms, such that asynchronous learning connects prior or post-synchronous learning moments.

Example

• For instance, a 50-minute class session may start with a warm-up task (poll, quiz, self-assessment or other) followed by an instructor intervention.

• The next step consists of a pre-recorded short presentation that can be watched in class, or synchronously or asynchronously online.

• Students then participate in group discussion in the classroom, in breakout rooms online or asynchronously using an online forum.

• New tasks may be added

• Session ends with the instructor’s summary and closing of the session.

Ensuring equal experience for asynchronous online learners requires orchestrating key activities that may demand either an earlier start for these learners, or later updated announcements regarding changes in, for example, poll results or discussion insights.

Kevin Kelly, San Francisco State University
Blog posts
https://philonedtech.com/author/kevin-kelly/

Beatty citation
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learning design:

Beatty, B. J. (2019). Values and Principles of Hybrid-
Flexible Course Design. In B. J. Beatty, Hybrid-
Flexible Course Design: Implementing student-
directed hybrid classes. EdTech Books. Available at:
(Accessed: 26/02/22).

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From Innotative Pedagogies paper
https://drive.google.com/file/d/1CMiwgu ... sp=sharing

Careful pedagogic design is required to weave together a single learning strategy that combines the different techniques and methodologies that effective dual learning requires.

Key

• More responsiveness to industry needs

• More group projects

• More effective way of evidencing learning - careful of privacy and commercial sensitivity issues

• Use of AR - for assessment by remote assessors

• Advocated ePortfolios - enhanced with video and images

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https://drive.google.com/file/d/1CMiwgu ... sp=sharing

Microcredentials provide opportunities to review and combine existing pedagogies in new ways. As this is a new type of course, it is possible to try out different ways of teaching and learning. This is important because microcredential learners have their own characteristics and their needs are not the same as those of full-time learners studying on a campus.

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Building capacity for freedom and independent learning

Autonomous learning aligns learning activities and teaching behaviours in order to open up possibilities for learning, rather than constraining learners with a limited curriculum. Teachers and learning designers can provide and promote specific activities and strategies, enabling students to develop higher levels of autonomy.

An academic article focusing on the pedagogy of learner autonomy and reporting on insights gained from a career spent exploring learners’ efforts to learn a language:
Cotterall, S. (2017). The pedagogy of learner autonomy: Lessons from the classroom. Studies in Self-Access Learning Journal, 8(2), pp. 102–115.
Available at: KWWSVVLVDOMRXUQDORUJDUFKLYHVMXQ cotterall/ (Accessed 18/5/22).

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https://drive.google.com/file/d/1CMiwgu ... TLL8/view

autonomous/ self directed

This involves the development of educational systems and resources that encourage the growth of learner autonomy, as well as the learners use of self-directed learning strategies. Autonomous learning aligns learning activities and teaching behaviours in order to open up possibilities for learning, rather than constraining learners with a limited curriculum1

Teachers and learning designers can provide and promote specific activities that develop these skills and strategies, enabling students to develop higher levels of autonomy.

A mindset change - being a learner as a profession where skills need to be developed. There are mandatory elements but the learner must make decisions about their own journey.
The role of the teacher is to facilitate the pedagogy of autonomy. Learners need support to develop study habits and strategies

Some people assume that having the skills to be a good learner is a talent that you are born with. Others assume the necessary skills will develop automatically as they become older and more mature. In fact, self-regulation can be promoted and developed from early childhood onwards.

Self-regulated learning strategies include:

• Metacognition:Reflecting on your own thinking processes.

• Time management: Timetabling study, taking into account energy levels, access to resources, deadlines, fixed events such as lectures and external commitments.

• Effort regulation: Monitoring and sustaining effort, even when learning content and activities are difficult or frustrating.

• Peer learning: Interacting with other students in order to achieve learning goals.

• Elaboration: Making links between new material and past lessons or experiences.

• Rehearsal: Repeating and returning to material in order to understand and learn it thoroughly.

• Organisation: Scheduling access to expertise, resources and study materials.

• Critical thinking: Seeking out and evaluating information and opinions and reflecting on different perspectives in order to reach a well-informed conclusion.

It is important for learners to be aware of their learning ecology. (set of contexts which includes activities, resources and relationships in the physical and virtual environments. The more aware learners are the more they build their capacity and strengthen their autonomy.

Five elements in helping learners develop into confident autonomous learners.
Engagement
Exploration
Personalisation
Reflection
Support

Too often classes concentrate on content transmission and do not provide guidance or practice in developing skills and strategies that build learner autonomy.

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Watch parties are where learners come together face to face or virtually to watch a video together (synchronous or asynchronous) and engage with it. This engagement may take the form of discussion, chats, or and activity prior or after watching the video.
research has shown that learners are more socially engaged during a watch party than in a face to face presentation such as a lecture.

If video is to be used as an effective educational tool, student engagement with it should be maximised. It is important to promote active learning, and help students manage the cognitive load of watching the video. To achieve all that, Brame made the following recommendations to educators:

• Use of ‘signalling’ to highlight key concepts, such as using coloured text or changing the contrast on screen, or using short out-of-video text to give further details on the context or learning objectives.

• Use of shorter videos, or ‘chunking’ longer videos

• Using a conversational language when recording videos, to increase the sense of presence and social partnership

• Including interactive questions within the video

Brame, C. J. (2016). ‘Effective educational videos:
Principles and guidelines for maximizing student
learning from video content’. CBE—Life Sciences
Education. Edited by K.E. Perez, 15(4), p. es6.
Available at: https://www.lifescied.org/doi/10.1187/
cbe.16-03-0125 (Accessed 10/05/22).

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Use of social media
Blurred line between entertainment and education. Influencers can have huge reach. How can the skills and technology be harnessed?
One use of influencers is in the establishment of communities of learning.

By cultivating an online identity and promoting an ‘authentic’ personal experience for their followers, education influencers seeks to develop an 'authentic' personal connection with their audience. This personal connection enables the followers to relate to the identity of the teacher. The
presence and performance of a key individual characteristically lend them authority and create trust; consequently, followers may develop a belief in the professional expertise of the influencer, their competency, and/or their honesty.

Influencers reduce barriers to access and participation and can build up audiences of millions

There are risks involved. No regulation. Viewers being misled, misinformation. Social media focus on profitability and not on what is of benefit- what is shown is organised by algorithms . Exploitation of viewers and/or influencers.

The pedagogical potential associated with influencers can inform contemporary educational practices that have been calling for pedagogical models that foreground new learning spaces, flexibility, ubiquity and connectedness in learning. In summary, educators in accredited institutions would do well to learn from how influencers use social media platforms to inform and educate as online social learning increasingly becomes a global norm. As it does so, large-scale influencer-led teaching is likely to have an increasing role in education in the future.

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Phenomenological research (focusing on experiences and consciousness) conducted with a Chicano family in the US shows how the family believed very strongly in their ‘pedagogy of the home’, as it greatly influenced how and what they understood schools, teachers, higher education,
gender and employment. Their views were somewhat different from the school’s understanding of success and communication; messages the children received in the home centred around aspects such as hard work, independence and life skills (such as washing and cooking).

Conclusion
Incorporating home pedagogies within teaching and learning involves investigating and understanding the informal education- related practices that occur in students’ homes, communities or families. It has been explored within teaching in relation to critical and reflective pedagogy, as well as in research aimed at understanding Chicana/o students’ educational experiences. Challenges include the fact that home pedagogies rely on teacher's critical reflection and their use of cultural knowledge sources that may not be easily accessible or understood. It has, however, the potential for educators to bring into the formal education setting the voices and cultural knowledge that students experience outside of school and to make schooling experiences more relevant to students from different cultural backgrounds.

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The ‘pedagogy of discomfort’ is 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 justice.

In the pedagogy of discomfort, emotions are a powerful tool to question and disrupt existing preconceived ideas, while the collective debate and reflection on these emotions amongst students and teachers can create new understandings that could lead to a call for action through ‘new ways of being and doing.

According to Boler there are four main elements that could help educators practise the pedagogy of discomfort.
These are:

• Spectating versus witnessing
• Understanding and exploring anger
• Avoiding the binary trap of innocence and guilt
• Learning to inhabit ambiguous selves

A learner who does not experience discomfort in learning could remain empathy-challenged, disadvantaged, and deprived of the truth. The pedagogy of discomfort is a powerful tool which can help teachers and students to utilise their discomfort to experience new emotional understandings of themselves and ways of living with others.