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Innovative pedagogies

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Innovative pedagogies

  1. 1. An introduction to innovation• What is innovative pedagogical practice?• The current context in higher education• Emerging technologies and innovation• How is innovation viewed internationally and locally?• Examples of innovative teaching and learning• Future initiatives in innovative learning at UWC
  2. 2. Current challenges in higher education Johnson et al. (2012:3) Johnson & Adams (2011:3)
  3. 3. What institutions are using…
  4. 4. What are students using?
  5. 5. Problems in current context• ‘schools, colleges and universities are attempting to teach knowledge and skills for jobs that no longer exist, and that teachers are not fully involved in educational innovation and curriculum development’.• (Open University Innovating Pedagogy 2012:7)
  6. 6. Emerging Technologies1. May or may not be new technologies2. Evolving organism, that exist in the state of coming into being3. Go through hype cycles4. They are not yet fully understood5. They are not yet fully researched6. They are potentially disruptive, but that potential is mostly unfulfilled Veletsianos, 2010:13-17
  7. 7. Hype Cycle for Education 2011http://www.cloudave.com/14339/hype-cycle-for-emerging-technologies-2011-idea-management-enlightenment/
  8. 8. Technology Outlook for STEM and Education 2012-2017 Johnson, Adams & Cummins, 2012
  9. 9. Technology Outlook for Australian Tertiary Education2012- 2017 (Johnson et al.,2012:3) • table on top trends table on top trends
  10. 10. Shift of locus of control“Although lecturers and students are seeminglyembracing emerging technologies enthusiastically, it istaking longer for institutions and policy makers toadopt and implement them.Institutions and policy makers are not yet fullyengaging with these technologies to understand theusefulness of these technologies and thereforeadministrative policies may slow down or haltadoption.” COL 2008, 16
  11. 11. Consequences of non-engagement with ET • Increased gap between educators with resources and the will to experiment and those who cannot or are not willing to… (Bozalek, Ng’ambi & Gachago, in press) • Students are increasingly disengaged – they are spending much of their free time on the Internet, learning and exchanging new information — often via their social networks (Johnson et al., 2013:8) • Mismatch between student expectations and those of HEI – little room for learner choice and control through differentiated teaching and learning • Opportunities for preparing 21st century graduates are lost • Lack of admission by HEIs of the importance of digital media literacies as modes of thinking rather than tools • Missions of HEI tend to be failing students • Educating learners on how to decipher credible resources and aggregate content not seen as imperative (Johnson et al., 2013:8)
  12. 12. Diffusion of ET in SARLO
  13. 13. What is your most innovativeT&L practice using technology?
  14. 14. What are you?
  15. 15. Open University Innovating Pedagogy 2012 http://www.open.ac.uk/blogs/innovating/
  16. 16. Open University UK Definition“the innovations are not independent, butfit together into a new and disruptive formof education that transcends boundariesbetween formal and informal settings,institutional and self-directed learning, andtraditional education providers andcommercial organisations”(Open University Innovating Pedagogy 2012:6)
  17. 17. Open University Innovating Pedagogy 2012• New pedagogy for e-books
  18. 18. Open University Innovating Pedagogy 2012 • Publisher-led short coursesPearson’sBeverleyWharton-Hoodpresentationat UWC
  19. 19. PEARSON PLC CEO Marjorie Scardino on Pearsonx We believe in learning – all kinds of learning for all kinds of people, delivered in a personal style. Because wherever learning flourishes, so do people.
  20. 20. Building a Foundation to Improve the Quality of Teaching and Learning Quality of Teaching and Learning Content and Services eBooks, Blended-learning, Mobile Assessment and Homework Learning Analytics Learning Analytics and Reporting Content Management Learning Management System
  21. 21. Open University Innovating Pedagogy 2012• Assessment for learningAdvice and support on how to narrow the gap between current and desiredperformance (Vygotsky’s (1978) Zone of Proximal Development) – shift from assessingoutcomes to guiding the learning process1 Clarify what good performance is2 Facilitate self-assessment3 Deliver high quality feedback information4 Encourage teacher and peer dialogue5 Encourage positive motivation and self esteem6 Provide opportunities to close the gap7Use feedback to improve teaching(Nicol and Macfarlane-Dick p.13) blogs.ischool.berkeley.edu
  22. 22. Open University Innovating Pedagogy 2012• Badges to accredit learning
  23. 23. Open University Innovating Pedagogy 2012• MOOCs
  24. 24. Open University Innovating Pedagogy 2012www.ercim.eu eurobasin.dtuaqua.dk
  25. 25. Open University Innovating Pedagogy 2012• Seamless learning
  26. 26. Open University Innovating Pedagogy 2012• Learning analytics
  27. 27. Open University Innovating Pedagogy 2012• Personal inquiry learning www.bris.ac.uk
  28. 28. Open University Innovating Pedagogy 2012• Rhizomatic learning moocmeanderings.blogspot.com
  29. 29. • Although the use of emerging technologies is on the rise in Higher Education globally and locally, it is seldom used in a way that facilitates transformative teaching and learning (Ng’ambi, Bozalek & Gachago, in press).
  30. 30. Qualitative outcomesStimulating learning environments where:• learners are empowered, safe to express themselves, ask and respond to peers’ questions without feeling oppressed, domesticated or silenced;• there is encouragement to ‘think aloud’, try out new things and reflect on lessons learnt• the psychological distance between knowledgeable others (peers and experts) is reduced• Learners are equal partners in knowledge production (participatory parity) (Henschke, 2010)
  31. 31. Innovative learning in Science
  32. 32. Authentic learning using a fish tank
  33. 33. Media project CPUT
  34. 34. Citizenship journalism• Citizen journalism (videos on mobile phones) project• involved NGO, youth and students – students taught youth• Brainstorming about problems in schools• Brief to students was to identify problems that are public to help the authentic voice of youth to emerge• funded project with newspaper• used mobile phones to enrich content and to get ordinary people who would not normally contribute to the newspaper to contribute• Student 3rd yr journalism students, first time introduced to television. Project part of module on citizen journalism (more than one type of journalism - promote democracy and goes beyond own concerns, allows stories to be told from more than one view, stop gate keeping) Also theoretical module on citizen journalism and democracy• UPSTART channel on YouTube
  35. 35. UWC initiatives on innovative learning• Seminar series on innovative learning hosted by Directorate and Faculty of Arts• CHEC course on Emerging Technologies to improve teaching and learning in HE 2013• Postgraduate Diploma in Teaching and Learning in Higher Education 2014• Workshop on 3 D virtual learning environments• Colloquium on authentic learning 22 March 2013• Development of case studies – edited collection• Dissemination and networking• Universities as spaces of social justice project• Identifying guidelines and models of innovative theory and practice across the HEIs
  36. 36. Emerging Technologies CHEC course
  37. 37. ReferencesBozalek, V., Ng’ambi, D. and Gachago, D. (in press) Transforming teaching with emerging technologies: Implications for Higher Education Institutions, South African Journal of Higher Education.Henschke, J. A. (2010). Bringing Together Personal Learning, Higher Education Institutions Elements, and Global Support for a Re-Orientation towards a Focus on Lifelong Learning and Education. In Wang, V., (Ed.), Encyclopedia for Using Technology in Adult and Career Education. IGI Global, Hershey, PA. June, 2010.Herrington, J., Reeves, T. and Oliver, R. (2010) A Guide to Authentic e-Learning. New York & London: Routledge.Johnson, L., Adams, S., and Cummins, M. (2012). Technology Outlook for Australian Tertiary Education 2012- 2017: An NMC Horizon Report Regional Analysis. Austin, Texas: The New Media ConsortiumJohnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition Austin, Texas: The New Media Consortium. http://www.nmc.org/publications/ 2013-horizon-report- higher-ed(Accessed 23 February 2013).Ng’ambi, D., Bozalek, V. & Gachago, D. (in press). Empowering educators to teach using emerging technologies in higher education – A case of facilitating a course across institutional boundaries. Paper to be presented at the 8th International Conference on e-Learning ICEL 2013.Sharples, M., McAndrew, P., Weller, M., Ferguson, R., Fitzgerald, E., Hirst, T., Mor, Y., Gaved, M., Whitelock, D. 2012. Innovating pedagogy 2012: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 1. Milton Keynes:The Open University. Available at http://www.open.ac.uk/blogs/innovating/Veletsianos, G. 2010. A Definition of Emerging Technologies for Education. . In G. Veletsianos (ed.) Emerging Technologies in Distance Education. Theory and Practice. Edmonton: AU Press, pp1-22Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
  38. 38. Second Life – 3D immersive environment• Second Life

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