Learning technology – always moving forward


Block 1, Activity 14: Evaluating an innovative pedagogy

The Innovating pedagogy reports have been published by The Open University since 2012, they explore ‘new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation’. The 2015 report is a succinct summary of current trends, all ranked in terms of potential impact and time scale for adoption. Key trends in this most recent report are

  • Crossover learning – connecting formal and informal learning
  • Learning through argumentation – developing skills of scientific argumentation
  • Incidental learning – harnessing unplanned or unintentional learning
  • Context-based learning -how context shapes and is shaped by the process of learning
  • Computational thinking – solving problems using techniques from computing
  • Learning by doing science with remote labs – guided experiments on authentic scientific equipment
  • Embodied learning – making mind and body work together to support learning
  • Adaptive teaching – adapting computer-based teaching to the learner’s knowledge and action
  • Analytics of emotions – responding to the emotional states of students
  • Stealth assessment – unobtrusive assessment of learning processes

Which comes first the learning theory or the pedagogical innovation? Is pedagogical innovation dependent on emerging technology or the new use of an existing technology? Taking just one innovation, context based learning, it is the technological developments – sophisticated apps using powerful handheld devices – that allow learning to be promoted by creating technologically recreated or enhanced contexts. This development seems linked to  cognitive learning theory  and situated cognition explored by  John Seely Brown .


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