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Innovating Pedagogy 2017 Innovating Pedagogy 2017 Exploring new forms of teaching, learning and assessment, to guide educators and policy makers Rebecca Ferguson, Sarit Barzilai, Dani Ben-Zvi, Clark A Chinn, Christothea Herodotou, Yotam Hod, Yael Kali, Agnes Kukulska- Hulme, Haggai Kupermintz, Patrick McAndrew, Bart Rienties, Ornit Sagy, Eileen Scanlon, Mike Sharples, Martin Weller, Denise Whitelock Open University Innovation Report 6 Permission is granted under a Creative Commons Attribution Licence to copy, redistribute, remix, transform, and build upon this report freely provided that attribution is provided as illustrated in the citation below. You may make changes in any reasonable manner, as long as you indicate that you have done this and do not imply that the licensor endorses you or your use. To view a copy of this licence, visit creativecommons.org/licenses/by/3.0 A full-text PDF version of this report is available to download from www.open.ac.uk/innovating Illustrations: Front and back cover. Picture by Chris Valentine. Page 9. Diagram of a typical myelinated vertebrate motor neuron. This work has been released into the public domain by its author, LadyofHats. Page 14. The Sense-it app (available in Google Play) reads phone sensors and connects to the nQuire-it platform at www.nquire-it.org Page 16. GW Open Textbooks. Image by GW Libraries, CC-BY 2.0. Page 20. List of epistemic criteria for evaluating scientific models from the PRACCIS project. Picture by Sarit Barzilai. Reproduced with permission. Page 24. FEEL profiles of educational programmes. Image produced for Innovating Pedagogy 2017. Page 25. To Be Education: a platform for designing and playing role-playing games. Reproduced with permission. Page 27. Virtual reality used by Geology students on field trips to see how the landscape looked during the last Ice Age. Picture by Gary Priestnall. Reproduced with permission. Page 30. The Learning Analytics Report Card (LARC) interface. Reproduced with permission. Page 34. These public domain data are originally from the National Hurricane Center http://www.nhc.noaa.gov as compiled by Kaggle https://www.kaggle.com/noaa/hurricane-database and modified by the CODAP project http://codap.concord.org/ Page 39. EvoRoom collective immersive simulation, evolution activity, 2014. Image © Encore Lab, University of Toronto. Reproduced with permission. Page 42. Graduate students reflecting on themselves as learners. Picture byYotam Hod. Suggested citation: Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y., Kukulska-Hulme, A., Kupermintz, H., McAndrew, P., Rienties, B., Sagy, O., Scanlon, E., Sharples, M., Weller, M., & Whitelock, D. (2017). Innovating Pedagogy 2017: Open University Innovation Report 6. Milton Keynes: The Open University, UK. Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom The Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE), University of Haifa, Abba Khoushy Ave 199, Haifa, 3498838, Israel http://www.links.org.il/en/links/about-links This research was supported by the I-CORE Program of the Planning and Budgeting Committee and The Israel Science Foundation (1716/12) © The Open University, 2017 ISBN 9781473024328 Contents Executive summary 3 Introduction 6 New educational priorities Spaced learning 9 Building long-term memories in minutes Learners making science 12 Volunteering to make science and act as a scientist Open textbooks 15 Adapting openly licensed textbooks Navigating post-truth societies 18 Epistemic education for the 21st century Intergroup empathy 22 Understanding the perspectives of others Immersive learning 26 Intensifying learning by experiencing new situations Student-led analytics 29 Using data to help learners set and achieve their own goals Big-data inquiry: thinking with data 32 Understanding the world by working with large sets of data Learning with internal values 37 Using students’ interests to inspire learning Humanistic knowledge-building communities 41 Helping learners to develop knowledge 1 2 Innovating Pedagogy 2017 Executive summary This series of reports explores new 1 Spaced learning: It has long been known forms of teaching, learning and that we learn facts better in a series of short chunks with gaps between them, assessment for an interactive world, rather than in a long teaching session to guide teachers and policy makers such as a lecture. Recent research in in productive innovation. This sixth neuroscience has uncovered the detail of report proposes ten innovations that how we produce long-term memories. This are already in currency but have has led to a teaching method of spaced not yet had a profound influence repetition that occurs in the following order: (1) a teacher gives information for on education. To produce it, a 20 minutes; (2) students take a break of 10 group of academics at the Institute minutes to participate in an unconnected of Educational Technology in The practical activity such as aerobics or Open University collaborated with modelling; (3) students are asked to recall researchers from the Learning In a key information for 20 minutes, followed by a 10-minute break; and (4) students NetworKed Society (LINKS) Israeli apply their new knowledge for a final Center of Research Excellence 20 minutes. A study of spaced learning (I-CORE). We proposed a long list shows a significant increase in learning of new educational terms, theories, compared to a typical lesson. The method and practices. We then pared these has been tested successfully in schools, down to ten that have the potential to but a larger-scale trial is needed to show whether it can be implemented at scale. provoke major shifts in educational practice, particularly in secondary 2 Learners making science: Citizens and tertiary education. Lastly, we need the skills and knowledge to solve problems, evaluate evidence, and make drew on published and unpublished sense of complex information from writings to compile the ten sketches various sources. A strong understanding of new pedagogies that might of Science, Technology, Engineering, transform education. These are and Maths (STEM) topics can develop summarised below in an approximate these skills and address current demands order of immediacy and timescale to for STEM-skilled employees across job sectors. Both these needs are urgent. widespread implementation. Enabling learners to experience how Science is made can enhance their content knowledge. It can also develop scientific skills, contribute to their personal growth, and result in identity change and an increased understanding of what it means to be a scientist. These changes can be achieved through participation and contribution to citizen science activities that are personally relevant, promote engagement with both social and natural sciences and scaffold understanding of the scientific method, critical thinking, and reflection. Executive summary 3 3 Open textbooks: Open textbooks are and empathy are important. When freely shareable and editable resources groups are kept apart, they are likely to designed to operate in place of a develop negative stereotypes of each specified textbook. As one approach to other. These stereotypes are associated open educational resources (OER), with prejudice, hostility, and aggression. they are not locked down by copyright Members of groups that do not have restrictions but have an open licence opportunities for constructive social that enables everyone to reuse, remix, contact may think in terms of ‘us’ versus revise, redistribute and retain them. ‘them’. This perspective makes it difficult Open textbooks can be used to challenge to empathise – to understand and share the relationship between students and the feelings of members of the other knowledge. These books are adaptable – group. The effects of intergroup conflicts not fixed and static resources but dynamic can spill over into online communities, ones. Students can edit and amend an provoking strong negative emotions and open textbook as part of their study. This the use of stereotypes. In such cases, helps them to understand knowledge as activities designed to promote intergroup an ongoing process in which they play an empathy can provide effective responses active role. These textbooks can be seen and help to reduce tensions. as part of a broader move towards ‘open pedagogy’, which emphasises open 6 Immersive learning: Learning based content and open practices. on experience and exploration can be intensified through immersion. It can 4 Navigating post-truth societies: Post- enable people to experience a situation truth was 2016’s Word of the Year, as if they were there, deploying their according to Oxford Dictionaries. Fake knowledge and resources to solve a news and information bubbles are not problem or practise a skill. The learning new but awareness of their impact on comes from integrating vision, sound, public opinion has increased. People movement, spatial awareness, and need to be able to evaluate and share even touch. Traditionally, immersion information responsibly. One response requires learners to act out scenarios or is to integrate these skills within the take part in investigations, with actors curriculum. However, this raises and props to simulate reality. By using questions: How can we know which technologies such as virtual reality, 3D sources to trust? The ways in which screens or handheld devices, learners people think about such questions are can experience immersive
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