Monday, December 12, 2016

Innovating Pedagogy 2016 report

Via ignatia web, report on Innovating pedagogy for 2016 from a report by Open University and the Learning Sciences Lab, National Institute of Technology in Singapore.

A short (40+pages) report with following (out of 10 proposed) of relevance to eassessment project.
 - Learning through social media
- productive failure (i.e. learning thorough experience and from making mistakes)
- teachback (learning by teaching others)
- Learning from the crowd
- Learning through video games
- Formative analytics (developing analytics to help students improve)

The 2015 report is more traditional, advocating
- crossover learning (formal connected to informal),
- learning through argumentation,
- harnessing incidental learning
- context-based learning
- embodied learning

The 2014 report covered pedagogies now taken for granted e.g.
- massive open social learning
- learning design informed by analytics
- flipped classroom
- learning to learn
- dynamic assessments
- learning through storytelling
- threshold concepts

The older two reports advocate similar recommendations to the annual US of A Horizon reports. Trawling through the innovative pedagogy reports provide a good historical record of how pedagogy has shifted over the last 5 to 6 years.

We will need to mesh some of the above with the work on vocational education pedagogy. There are good synergies across the above and the work of Lucas, Claxton and Spencer. Summaries of the three pieces of work on this blog:

-vocational pedagogy
- remaking apprenticeships and
- practical guide to craftsmanship.

Plus also work from recent 'Learning a trade' project - learning as becoming by learning to do, think, feel and be within the NZ context of biculturalism for example with Maori trades training.

Each of the sub-projects in the eassessment project will integrate at least one if not more of the 'innovative pedagogies' and apply the recommendations from the various international and NZ vocational pedagogy studies.

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