Pedagogies for Today 2022 ICCE Malaysia.pptx
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Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
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Pedagogies for Today 2022 ICCE Malaysia.pptx
- 1. 1 Pedagogies for Today Rebecca Ferguson The Open University, UK International Conference on Computers in Education 2022 Kuala Lumpur, Malaysia
- 2. 2 IET, The Open University
- 4. 4 OU partners • Center for Technology in Learning at SRI International, USA • Learning Sciences Lab in the National Institute of Education, Singapore • Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE), Israel • Centre for the Science of Learning & Technology (SLATE), Norway • National Institute for Digital Learning at Dublin City University, Ireland • Artificial Intelligence and Human Languages Lab/Institute of Online Education at Beijing Foreign Studies University, China • Open University of Catalonia, Spain
- 5. 5 Preparing for the future The innovations described in these report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it.
- 7. 7 Our world is changing 2012 2019 2016 2014 2019 Chat.openai.com 2022
- 8. 8 Our future is changing careers2030.cst.org/jobs • Cyber security expert • Esports coach • Epidemiologist • Smart meter fitter • CGI expert • Flood risk engineer • Personal data broker • Augmented reality builder • Data detective
- 9. 9 Our challenges are changing
- 10. 10 In our development of another virtual reality environment which introduced students to the ecology of an Oak Wood the students took part in a ®eld trip to an actual Oak Wood. This location had been ®lmed for over a year to obtain the appropriate footage in order to create this particular virtual reality system. The program presents the user with a large number of species to investigate Building on the past Every UK university except one […] has members of staff who have developed, or are developing, something in a virtual world [Kirriemuir, 2009] Media report 2022 Virtual field trip 2013 In our development of another virtual reality environment which introduced students to the ecology of an Oak Wood the students took part in a field trip to an actual Oak Wood. This location had been filmed for over a year to obtain the appropriate footage in order to create this particular virtual reality system. The program presents the user with a large number of species to investigate [Whitelock, 1999] “ “ “ “
- 11. 11 Critical perspectives My lecturer is a hologram https://bit.ly/3z3fviZ Proctoring issues, working from home, and a shift to remote learning
- 12. H Reflection opportunity Which of these challenges might prompt you to make changes to how teaching takes place at your institution?
- 13. Introducing innovations Where technology can make a difference
- 14. 14 Building for the future Vision Description of an achievable and desirable end state For example: Learners are able to study where and when it suits them best. or Students enjoy demonstrating what they have learned. or Learners are inspired by world- renowned experts.
- 15. 15 APPROACH LEARNERS Assessing Give/receive constructive feedback Browsing Seek and collate information Constructing Create artefacts Conversing Discuss topics Inquiring Investigate authentic situations Networking Interact with networks of peers Performing Present to an audience Reflecting Look back on activities Activities for learning
- 16. 16 APPROACH LEARNERS Assessing Engage in online peer review Browsing Use search engines and online databases Constructing Build resources in augmented reality Conversing Engage in forum discussions Inquiring Use smartphones to collect and analyse data Networking Link to others via social media Performing Write a blog post or produce a TikTok story Reflecting Organise and curate work in an e-portfolio Activities with technology
- 17. Six affordances of technology for learning Connectivity, extension, inquiry, personalisation, publication and scale Underpinned by wellbeing
- 18. 18 Con Affordance 1: Connectivity Technology has opened up new ways of working with others around the world. Learners have access to tools that support networked, collaborative and conversational approaches to learning. 1: Connectivity
- 19. 19 Hybrid models • Learner is free to choose between topics and select pace of learning • Different types of participation lead to similar outcomes • Teaching materials can be reused for different strategies and channels • Learners are able to perform adequately within all participation modes/paths Maximising learning flexibility and opportunities 1: Connectivity See, for example, edtechbooks.org/hyflex
- 20. 20 Hybrid models Pedagogies and strategies • Active learning strategies that require students to perform tasks to increase understanding and knowledge integration. • Collaborative learning for co-construction of knowledge: online votes to express opinions, shared documents to contribute ideas. • Suggest available tools for note-taking, logging events and reflection. • Provide formative feedback and encourage self- and peer assessment 1: Connectivity The freedom of student choice in respect of attendance may inadvertently repeat some undesirable face-to-face lecture attendance practices, whereby students simply choose not to attend certain lectures.
- 21. 21 Con Affordance 2: Extension Technology supports extended learning, connecting learning experiences across locations, times, devices and social settings. 2: Extension
- 22. 22 Enriched realities Blends realities Day-to-day reality Our normal experience Augmented reality Device overlays information such as text or graphics on our surroundings Virtual reality Device provides a 3D environment to interact with Extending learning with augmented and virtual reality 2: Extension Enriched reality is at is best when it is used to create experiences that would not otherwise be possible.
- 23. 23 Enriched realities Remote exploration of places it would be difficult, dangerous, or impossible to visit. Time machine to engage with historic events or see landscapes change. Focused immersion Modifying scenarios to draw attention to important aspects. Virtual rehearsal Trying different ways of working through the same situation. Just-in-time support Pulling up information that is immediately relevant to what learners are doing. 2: Extension
- 24. 24 Con Affordance 3: Inquiry Learners who have access to a smartphone have access to sensors enabling them to interrogate, analyse and record their environment. Technology also offers tools to organise and analyse that data. arxiv.org/abs/2010.11606 3: Inquiry
- 25. 25 Online laboratories • Interactive screen experiments • Simulations of experiments • Real data eg microscope slides to view at different magnifications • Remote access to analytical instruments • Remote control of robots • Virtual reality field trips • Live labcasts using web streaming Laboratory access for all 3: Inquiry learn5.open.ac.uk
- 26. 26 Online laboratories • Enable students to understand concepts and carry out investigations • Support students to design meaningful experiments, make sense of their data, relate the data to their questions, and decide what to do next • Provide feedback to guide learning • Give access to dangerous or rare materials • Prepare for careers as scientists 3: Inquiry www.golabz.eu
- 27. 27 John Knox, LARC: http://bit.ly/lak17-practitioner-track Affordance 4: Personalisation Interacting with technology generates datasets that can be used to help learners understand and develop their skills. The data can also be used to create personalised paths through learning content. bit.ly/lak17-practitioner-track 4: Personalisation
- 28. 28 Student-led learning analytics Learning analytics: The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Putting analytics in the hands of the learners 4: Personalisation
- 29. 29 Student-led learning analytics Student-led goals enable individuals to develop their own routes to success. Enable students to set their own goals and receive tailored learning analytics advice. Allow students to rate and share how appropriate these analytics are. Students might also rate their learning materials. 4: Personalisation This range of motivations and study patterns means that both institutional analytics focused on grades and learning analytics that predict student outcomes based on previous behaviour and engagement may wrongly identify which learners are at risk.
- 30. 30 Con Affordance 5: Publication Learners can use digital tools and the Internet to engage in authentic tasks that connect their learning with experiences outside their classroom. They also have opportunities to share their work worldwide. 5: Publication https://bit.ly/3wUXZe8
- 31. 31 Virtual studios The studio is primary learning environment for many creative disciplines. A hub of activity where learning is experiential and constructive, creative processes are developed, linear ways of thinking are challenged and uncertainty is embraced. Tutors and peers observe, comment on and critique work in progress. Hubs of activity where learners develop creative processes together 5: Publication
- 32. 32 Virtual studios • Make use of sharing experiences • Online exchange of ideas • Rapid feedback from tutors /peers • Tools for recording and reflecting • Supporting inquiry and dialogue • Scale increases opportunities • Increased exposure to others’ ideas • Networks of learning and support • Hub for community projects • Allows links with makers / partners Hubs of activity where learners develop creative processes together 5: Publication Some responses to a single design task
- 33. 33 Con Affordance 6: Scale Education can be delivered at scale through MOOCs or microcredentials. When courses like this make use of networking and learning through conversations, interactions can become richer as learners around the world share ideas and perspectives. 6: Scale
- 34. 34 Microcredentials • Emphasis on career, workplace, and professional skills. • Learners may have substantial relevant work experience. • Many learners have commitments that take precedence over study. • Learners need opportunities to interact. • Learners in different countries have different expectations about learning/teraching. • Learners need the skills to take responsibility for their learning process. Accredited short courses to develop workplace skills 6: Scale
- 35. 35 Microcredentials • Help learners identify their goals, reflect on them, and state them explicitly. • Encourage learners to block out time in advance and note important course dates. • Learners need to find a suitable workspace and find ways to limit any drawbacks it may have. • Having notes available wherever they are may mean learners need to find a note-taking tool suitable to their context. • Can they find support with their study, such as a workplace group or online study buddy? Accredited short courses to develop workplace skills 6: Scale
- 36. 36 Underpinned by: Wellbeing Wellbeing • Helps students learn how, where and when to seek help. • Includes and develops mechanisms that support learners. • Develops a student-centred environment. • Addresses obstacles to wellbeing. • Embeds values such as compassion and empathy in the learning process. • Supports teachers’ wellbeing alongside that of their learners . No education system is effective unless it promotes the health and well-being of its students, staff and community. These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic. UNESCO 2021 “ “ Promoting wellbeing across all aspects of teaching and learning
- 37. 37 Enablers and barriers Study-related Curriculum Tuition Assessment Skills-related Study skills Social skills Self-management Environmental Life Systems People Spaces Lister et al (2021) Wellbeing
- 38. Pedagogy of care Wellbeing Educational equity and care are inseparable Care at course design level: • Be clear how students facing special circumstances can reach out. • Embed flexibility in terms of deadlines, recognition of barriers, and alternative pathways. • Include flexible learning pathways. • Offer multiple means of engagement, representation, action and expression. • Employ culturally sustaining pedagogy. • Help students get to know and support each other by creating semi-formal spaces. Sometimes, the most valuable thing we can offer our students is genuine care for them, their well-being, their happiness. Not just their grades. Not just their learning. But their whole selves. Bali, 2015 “ “
- 39. H Reflection opportunity What one change might you make to your work in response to these opportunities?
Editor's Notes
- Title slide ‘Pedagogies for Today’ with conference logo, which contains a building, the sun, and a flower. Speaker name and institution: Rebecca Ferguson, The Open University, UK The majority of slides in the presentation include The Open University logo
- Image of the Jennie Lee Building in Milton Keynes, UK, where the speaker is based (when not working from home) It is a modern building that includes multiple glass panels. In front of it are colourful flowers.
- Covers of Innovating Pedagogy reports from 2012 to 2022 Covers typically include a picture of people learning together in an unconventional context, and a coloured bar giving the report title and authors.
- List of the institutions who have partnered with The Open University to produce these reports, accompanied by an image of the cover of the 2022 report, which features two women working together in a lab. Center for Technology in Learning at SRI International, USA Learning Sciences Lab in the National Institute of Education, Singapore Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE), Israel Centre for the Science of Learning & Technology (SLATE), Norway National Institute for Digital Learning at Dublin City University, Ireland Artificial Intelligence and Human Languages Lab/Institute of Online Education at Beijing Foreign Studies University, China Open University of Catalonia, Spain
- Preparing for the future The innovations described in these report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it. Image again shows the cover of the 2022 Innovating Pedagogy report.
- Title slide: Adapting to change
- Our world is changing Examples provided, together with logos or illustrative pictures are: 2012: The year of the MOOC 2014: Alexa 2016: TikTok 2019: Covid 2019: The Oculus Quest virtual reality device 2022: chato.openai.com
- Our future is changing A range of possible future jobs with a general image for each. The robot counsellor has a picture of a robot head, the wearable technology therapist is wearing a piece of technology above her ear, and the garbage designer is designing on a computer screen. Jobs listed are: Rewilder End of life therapist Robot counsellor Garbage designer Digital currency advisor Digital memorialist]urban farmer Wearable technology therapist These were taken from the website careers2030.cst.org/jobs
- Our challenges are changing Uses as an example a paragraph of text generated by an AI in response to the prompt ‘Write an academic paper with the title ‘Citizen Inquiry: Synthesizing Citizen Science and Inquiry Learning’ . The text could credibly have been written by a human. This is accompanied by aa tweet from Emeritus Professor Mike Sharples, who gave the prompt to the AI. He comments that it is time to rethink assessment.
- Building on the past Takes a 2022 cover story about education meeting the metaverse and gives examples dating back to the last century of education harnessing virtual reality. In 2009 ‘Every UK university except one […] has members of staff who have developed, or are developing, something in a virtual world’. A picture shows a virtual reality field trip to the north of England in 2013. In 1999, an academic paper said ‘In our development of another virtual reality environment which introduced students to the ecology of an Oak Wood the students took part in a field trip to an actual Oak Wood. This location had been filmed for over a year to obtain the appropriate footage in order to create this particular virtual reality system. The program presents the user with a large number of species to investigate’ (Whitelock, 1999)
- Critical perspectives Two tweets from Professor Peter about very bad experiences students have had with proctoring. Proctoring software tweets available at https://bit.ly/3LZuz3K Two tweets from @Peterolusoga about students not turning up for face-to-face teaching. Lack of face-to-face engagement tweets at https://twitter.com/PeteOlusoga/status/1597519547699200000 Tweet from Kirstin Tindal about working from home as an academic, showing a woman typing while holding a sleeping baby against her. Working from home Tweet at https://twitter.com/Kirstindal/status/1508605549164007428
- Reflection opportunity Which of these challenges might prompt you to make changes to how teaching takes place at your institution? Image shows a silhouette of a head with trees inside it.
- Title slide: Introducing innovations (where technology can make a difference)
- Building for the future Represents the building blocks of innovation as a wall with vision at the foundation, then pedagogy and technology, a layer for people including learners, educators and enablers, environment above them and then reflection on the top. A vision is defined as a description of an achievable and desirable end state. Examples given are Learners are able to study where and when it suits them best. Students enjoy demonstrating what they have learned. Learners are inspired by world-renowned experts.
- A short list of different types of learning activity, with a short summary for each: Assessing: Give/receive constructive feedback Browsing: Seek and collate information Constructing: Create artefacts Conversing: Discuss topics Inquiring: Investigate authentic situations Networking: Interact with networks of peers Performing: Present to an audience Reflecting: Look back on activities
- Activities with technology A list of the same activities as on the previous slide but this time the examples given include learners making use of technology Assessing: Engage in online peer review Browsing: Use search engines and online databases Constructing: Build resources in augmented reality Conversing: Engage in forum discussions Inquiring: Use smartphones to collect and analyse data Networking: Link to others via social media Performing: Write a blog post or produce a TikTok story Reflecting: Organise and curate work in an e-portfolio
- Title slide: six affordances of technology for learning: Connectivity, extension, inquiry, personalisation, publication and scale Underpinned by wellbeing
- Affordance 1: Connectivity Technology has opened up new ways of working with others around the world. Learners have access to tools that support networked, collaborative and conversational approaches to learning. Image shows an online Padlet board where multiple people have contributed text and images.
- Connectivity: Hybrid models Maximising learning flexibility and opportunities Learner is free to choose between topics and select pace of learning Different types of participation lead to similar outcomes Teaching materials can be reused for different strategies and channels Learners are able to perform adequately within all participation modes/paths Points here from a concise practical digital book for flexible hybrid 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: https://edtechbooks.org/hyflex (Accessed: 26/02/22). Stock image illustration of people learning in the classroom and at homefrom Aleutie / Getty Images
- Connectivity: Hybrid models Pedagogies and strategies Active learning strategies that require students to perform tasks to increase understanding and knowledge integration. Collaborative learning for co-construction of knowledge: online votes to express opinions, shared documents to contribute ideas. Suggest available tools for note-taking, logging events and reflection. Provide formative feedback and encourage self- and peer assessment Quote from Innovating Pedagogy: ‘The freedom of student choice in respect of attendance may inadvertently repeat some undesirable face-to-face lecture attendance practices, whereby students simply choose not to attend certain lectures.’
- Affordance 2: Extension Technology supports extended learning, connecting learning experiences across locations, times, devices and social settings. Image: A man in the countryside looks through a frame which encourages people to take a picture and share it on Facebook or Twitter.
- Extension: Enriched realities Extending learning with augmented and virtual reality Blends realities Day-to-day reality Our normal experience Augmented reality Device overlays information such as text or graphics on our surroundings Virtual reality Device provides a 3D environment to interact with Enriched reality is at is best when it is used to create experiences that would not otherwise be possible. Image: A man in a leafy environment looks at his phone. In the picture, we see an augmented reality artwork including patterned orange cloth and a large floating boulder. These are overlayed on his day-to-day reality.
- Extension: Enriched realities Remote exploration of places it would be difficult, dangerous, or impossible to visit. Time machine to engage with historic events or see landscapes change. Focused immersion Modifying scenarios to draw attention to important aspects. Virtual rehearsal Trying different ways of working through the same situation. Just-in-time support Pulling up information that is immediately relevant to what learners are doing. Image shows an exhibit in Bath, England, of Roman remains. A projection fills in missing elements of a ruined temple pediment and adds colour.
- Affordance 3: Inquiry Learners who have access to a smartphone have access to sensors enabling them to interrogate, analyse and record their environment. Technology also offers tools to organise and analyse that data Link to a scientific paper: ‘61 weird and wonderful ways to measure a building with a smartphone’ Paper accessible at this URL: arxiv.org/abs/2010.11606
- Inquiry: Online laboratories Laboratory access for all Interactive screen experiments Simulations of experiments Real data eg microscope slides to view at different magnifications Remote access to analytical instruments Remote control of robots Virtual reality field trips Live labcasts using web streaming Pictures shows an example, which includes a campus weather station, a human heart app, virtual ocean dives, and the iSpot tool for wildlife observations. The example can be accessed at learn5.open.ac.uk
- Inquiry: Online laboratories Enable students to understand concepts and carry out investigations Support students to design meaningful experiments, make sense of their data, relate the data to their questions, and decide what to do next Provide feedback to guide learning Give access to dangerous or rare materials Prepare for careers as scientists Image shows an example, including an electrical circuit lab, gravity force labs, a build an atom activity, and a pulley simulation. The example can be accessed at www.golabz.eu
- Affordance 4: Personalisation Interacting with technology generates datasets that can be used to help learners understand and develop their skills. The data can also be used to create personalised paths through learning content. Illustration of a hand holding a smartphone with a learning analytics app that allows the user to select what information they see relating to attendance, engagement, social interaction, performance and personal details More details about that app can be accessed in the Practitioner Track Proceedings for the LAK17 conference. These can be downloaded at bit.ly/lak17-practitioner-track
- Personalisation: Student-led learning analytics Definition of learning analytics used by the Society for Learning Analytics Research: Learning analytics: The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Image shows the Society for Learning Analytics Research (SoLAR) logo, which includes the full name and acronym on a blue background.
- Personalisation: Student-led learning analytics Student-led goals enable individuals to develop their own routes to success. Enable students to set their own goals and receive tailored learning analytics advice. Allow students to rate and share how appropriate these analytics are. Students might also rate their learning materials. Quote from the Innovating Pedagogy report: ‘This range of motivations and study patterns means that both institutional analytics focused on grades and learning analytics that predict student outcomes based on previous behaviour and engagement may wrongly identify which learners are at risk.’ Photo of a man at the junction of forking paths is by Vladislav Babienko and is available on the Unsplash website.
- Affordance 5: Publication Learners can use digital tools and the Internet to engage in authentic tasks that connect their learning with experiences outside their classroom. They also have opportunities to share their work worldwide. Image shows three examples of blogging and TikTok use. One is from a disabled medical student who can’t see or hear. One is a blog example from an Open University student, including a post called ‘How I feel about starting at The Open University’. The third is a TikTok labelled ‘How to get exam hints/tips from your university prof’. The TikTok can be accessed at this URL https://bit.ly/3wUXZe8
- Publication: Virtual studios Hubs of activity where learners develop creative processes together The studio is primary learning environment for many creative disciplines. A hub of activity where learning is experiential and constructive, creative processes are developed, linear ways of thinking are challenged and uncertainty is embraced. Tutors and peers observe, comment on and critique work in progress. Screenshot of a virtual pinboard from an Open Design Studio. It includes a diagram, the first draft of a problem statement, and a description of an experiment. A useful reference that is not included in the slide is Jones, Derek (2022). Studio use in Distance Design Education. PhD thesis The Open University. DOI: https://doi.org/10.21954/ou.ro.00014388
- Publication: Virtual studios Hubs of activity where learners develop creative processes together Make use of sharing experiences Online exchange of ideas Rapid feedback from tutors /peers Tools for recording and reflecting Supporting inquiry and dialogue Scale increases opportunities Increased exposure to others’ ideas Networks of learning and support Hub for community projects Allows links with makers / partners Image shows a screenshot of more than a hundred T-shirt designs – responses to a single design task
- Affordance 6: Scale Education can be delivered at scale through MOOCs or microcredentials. When courses like this make use of networking and learning through conversations, interactions can become richer as learners around the world share ideas and perspectives. Image shows examples of responses to an activity where learners were asked to share images of learning. A woman holding two babies works on a laptop, an Escher print shows an ever-ascending staircase, and Spiderman perches on the Great Wall of China reading a book. Altogether, a group of 100 students shared 98 images. The website link in the image is no longer active.
- Scale: Microcredentials Accredited short courses to develop workplace skills Emphasis on career, workplace, and professional skills Learners may have substantial relevant work experience Many learners have commitments that take precedence over study Learners need opportunities to interact Learners in different countries have different expectations about learning/teaching Learners need the skills to take responsibility for their learning process Photo of two workers wearing safety gear on a construction site by Jeriden Villegas on the Unsplash website.
- Scale: Microcredentials Accredited short courses to develop workplace skills Help learners identify their goals, reflect on them, and state them explicitly. Encourage learners to block out time in advance and note important course dates. Learners need to find a suitable workspace and find ways to limit any drawbacks it may have. Having notes available wherever they are may mean learners need to find a note-taking tool suitable to their context. Can they find support with their study, such as a workplace group or online study buddy? Photo of two people working together at a computer keyboard was taken by X and is available on the Unsplash website.
- Underpinned by: Wellbeing Promoting wellbeing across all aspects of teaching and learning Helps students learn how, where and when to seek help. Includes and develops mechanisms that support learners Student-centred environment Addresses obstacles to wellbeing Embeds values such as compassion and empathy in the learning process Supports teachers’ wellbeing alongside that of their learners Quote from UNESCO in 2021: ‘No education system is effective unless it promotes the health and well-being of its students, staff and community. These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic.’ UNESCO quote available at this URL: https://healtheducationresources.unesco.org/library/documents/making-every-school-health-promoting-school-country-case-studies
- Wellbeing Enablers and barriers Study-related Curriculum Tuition Assessment Skills-related Study skills Social skills Self-management Environmental Life Systems People Spaces Text summarises a far more detailed diagram on the right, which consists of four concentric rings, with enablers / barriers at the centre. The top half of the diagram focuses on enablers, and the lower half on barriers. In each case, these appear under the broad headings in the second ring: environmental, study-related and skills related. The third ring headings are those listed above. The fourth ring covers multiple different aspects – too many to read on a slide. For the complete diagram and more details about it, see: Lister, Kate; Riva, Elena; Kukulska-Hulme, Agnes and Fox, Claudie (2022). Participatory digital approaches to embedding student wellbeing in higher education. Frontiers in Education, article no. 7:924868. DOI: https://doi.org/10.3389/feduc.2022.924868 This paper can be downloaded from https://oro.open.ac.uk/84158/
- Wellbeing: Pedagogy of care Educational equity and care are inseparable Care at course design level: Be clear how students facing special circumstances can reach out. Embed flexibility in terms of deadlines, recognition of barriers, and alternative pathways. Include flexible learning pathways Offer multiple means of engagement, representation, action and expression Employ culturally sustaining pedagogy Help students get to know and support each other by creating semi-formal spaces Quotation: ‘Sometimes, the most valuable thing we can offer our students is genuine care for them, their well-being, their happiness. Not just their grades. Not just their learning. But their whole selves.’ This is from a post on Hybrid Pedagogy by Maha Bali / مها بالي. The full post can be accessed at https://hybridpedagogy.org/pedagogy-of-care-gone-massive/
- Reflection opportunity What one change might you make to your work in response to these opportunities? Image shows a silhouette of a head with trees inside it.
- Contact links with cover image from Innovating Pedagogy 2022 slideshare.net/R3beccaF r3beccaf.wordpress.com/ twitter.com/R3beccaF www.open.ac.uk/blogs/innovating