2022 AICRIE Rebecca Ferguson.pptx
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Presentation given online by Professor Rebecca Ferguson at the 4th Annual International Conference on Research and Innovation In Education held at the University of Nairobi, Kenya, on 26 October 2022.
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2022 AICRIE Rebecca Ferguson.pptx
- 1. 1 Professor Rebecca Ferguson The Open University, UK AICRIE: 26 October 2022 Innovative Pedagogies appropriate for emerging and low IT-resourced contexts
- 2. 2 Institute of Educational Technology, The Open University, UK iet.open.ac.uk/projects/skills-for-prosperity-kenya
- 4. Why look for the next big ideas?
- 5. 5 Preparing for the future careers2030.cst.org/jobs
- 6. 6 Rapid change 2011: Siri 2012: ‘Year of the MOOC’ 2013: Alexa 2019: COVID 2016: goals
- 7. 7 A critical perspective Digital inequality Using artificial intelligence (AI) to write essays Remote surveillance and proctoring
- 8. 8 Extending learning possibilities • From learner to earner Skills for employment and career development • Taking our place in society Developing responsible citizens • Building our community Changing perspectives, opening opportunities • Healthy mind, healthy body Developing the whole person • Questioning and learning Building minds • Developing global citizens Creating a better world
- 9. Looking to the future
- 10. 10 Innovating Pedagogy We propose a long list of new educational terms, theories, and practices. We then pare these down to ten that have the potential to provoke major shifts in educational practice. Lastly, we draw on published and unpublished writings to compile ten sketches of pedagogies that might transform education.
- 11. Four pedagogies
- 12. 12 Computational thinking Each area of the curriculum is associated with a set of skills that can be applied throughout our life, giving us new ways to understand the world. In the case of computing, as we learn its principles and languages, we also acquire a set of problem-solving skills. Together, these are known as Computational Thinking. Using techniques from computing to solve problems in many areas
- 13. 13 Computational thinking Decomposition Breaking a large problem down into smaller ones Pattern recognition Recognising how these smaller problems relate to ones that have been solved in the past Abstraction Identifying and setting aside unimportant details Algorithm design Identifying and refining the steps necessary to reach a solution Debugging Refining those steps Presenting a solution in a usable form Researchers who have investigated how children engage with the programming environment Scratch have identified skills and shifts in perspective related to computational thinking: experimenting & iterating, testing & debugging, reusing & remixing, abstracting & modularising, expressing, connecting and questioning. https://scratch.mit.edu/
- 14. 14 Seeking the truth Epistemic Aims and Value Goals and values that drive cognition and action.These include wanting to know, seeking the truth, and avoiding error. Epistemic Ideals Criteria people use to decide whether they have achieved their epistemic aims. These can also be used to evaluate other people’s epistemic products, such as arguments and websites. Reliable Epistemic Processes Strategies that enable the achievement of epistemic aims. Even though truth is hard to achieve, a reliable process is more likely than other processes to get to the truth. Epistemic = Relating to knowledge or to the degree of its validation
- 15. 15 Seeking the truth • Expose learners to the diversity of knowledge • Help them to develop epistemic criteria • Support development of reliable strategies for making sense of the world • Encourage learners to reflect on their assumptions • Motivate learners to care about truth and knowledge Resources available on BBC Bitesize
- 16. 16 Threshold concepts Concepts that learners struggle to understand. They may be • transformative: they shift a learner’s perceptions of a subject • irreversible: once learned, they are hard to unlearn • integrative: they expose the inter-relatedness of some things • bounded: they border with other threshold concepts to define a disciplinary area • troublesome: they appear difficult and unintuitive An example is inertia. An object in motion will continue in motion unless an external force acts on it. This goes against the ‘common sense’ notion that it will stop when it runs out of energy.
- 17. 17 Tricky topics Bring educators together Brainstorm activity Mind maps Plenary Stumbling blocks Capture problems Develop quiz Construct intervention In-class activities Analyse success
- 18. 18 Making thinking visible Response systems enable • Students to ask questions • Educators to collect answers Software enables • Creation of models, videos, or texts that bring together audio, images and video • Dialogue and interaction Augmented reality enables • Creation of holograms, or objects that can be used in a virtual space When thinking is visible, it can be used by teachers to adapt teaching and provide feedback and by learners to make more informed decisions about their study. Photo by Oscar Omondi on Unsplash
- 19. 19 Making thinking visible Five phases 1. Ensuring learners understand the purpose of the approach. 2. Creating purposeful questions or tasks. 3. Setting a deadline for responses. 4. Analysing responses. 5. Presenting responses to learners and adapting learning activities to take responses into account. Just-in-time teaching Using digital tools to make student thinking visible before class, so activities can meet their learning need. Questions and assignments are given before class.
- 20. On the horizon
- 21. 21 Innovating Pedagogy 2022 Combining movement and conversation to enhance learning Walk and talk Maximising learning opportunities and flexibility Hybrid models Promoting wellbeing in all areas of teaching and learning Wellbeing education Accredited short courses to develop workplace skills Microcredentials
Editor's Notes
- Title page. Title is ‘Innovative Pedagogies appropriate for emerging and low IT-resourced contexts. Talk give n by Rebecca Ferguson of The Open University UC to AICRIE on 26 October 2022. Images of a lightbulb and the logo of the University of Nairpbi
- Image of the Institute of Educational Technology, The Open University, UK, where the speaker is based. It is a colourful modern building surrounded by flowers.
- Covers of nine Innovating Pedagogy reports. They all have a band of color with the title, the year and the authors, logo of The Open University and any collaborating institutions, and a picture of people learning, usually using technology.
- Divider slide: Why look for the next big ideas?
- Slide is headed ‘Preparing for the Future’ and includes titles and images of jobs that might exist in 2020. The jobs are from careers2030.cst.org/jobs Jobs are: healthcare navigator, wearable technology therapist, robot counsellor, garbage designer, agile supply chain worker, rewilder, digital currency provider, digital memorialist and urban farmer. The pictures are generic, for example the one for robot counsellor shows a robot’s head.
- Heading is rapid change. Examples given here are Siri in 2011, the year of the MOOC in 2012, Alexa in 2013, Sudtainable Development Goals in 2016 and COVID in 2019/ Pictures for each of these add interest but no new information. For example, the Alexa logo illustrates the Alexa date.
- Heading is ‘A critical perspective’. Three examples given are using artificial intelligence (AI) to write essays, digital inequality, and remote surveillance and proctoring. Digital inequality is illustrated witth the cover of a report from the University of Bristol on digital inequalities across higher education in the global South and global North since the start of COVID-19. AI is illustrated with a story from vice.com on students using AI to write their papers. Remote surveillance is illustrated with a story from Teen Vogue on students fighting remote exam surveillance
- Extended learning possibilities From learner to earner Skills for employment and career development Taking our place in society Developing responsible citizens Building our community Changing perspectives, opening opportunities Healthy mind, healthy body Developing the whole person Questioning and learning Building minds Developing global citizens Creating a better world
- Divider slide: looking to the future
- Innovating pedagogy We propose a long list of new educational terms, theories, and practices. We then pare these down to ten that have the potential to provoke major shifts in educational practice. Lastly, we draw on published and unpublished writings to compile ten sketches of pedagogies that might transform education. Images of the two most recent reports, one showing a teenager using virtual reality and another showing two young women in a lab.
- Divider slide: four pedagogies
- Computational thinking Using techniques from computing to solve problems in many areas Each area of the curriculum is associated with a set of skills that can be applied throughout our life, giving us new ways to understand the world. In the case of computing, as we learn its principles and languages, we also acquire a set of problem-solving skills. Together, these are known as Computational Thinking. Photo shows a man and a boy working together at a computer workshop
- Computational thinking Decomposition Breaking a large problem down into smaller ones Pattern recognition Recognising how these smaller problems relate to ones that have been solved in the past Abstraction Identifying and setting aside unimportant details Algorithm design Identifying and refining the steps necessary to reach a solution Debugging Refining those steps Presenting a solution in a usable form Researchers who have investigated how children engage with the programming environment Scratch have identified skills and shifts in perspective related to computational thinking: experimenting & iterating, testing & debugging, reusing & remixing, abstracting & modularising, expressing, connecting and questioning. https://scratch.mit.edu/ Slide includes the Scratch logo – a cartoon cat with a broad smile striding forward
- Seeking the truth Epistemic Aims and Value Goals and values that drive cognition and action.These include wanting to know, seeking the truth, and avoiding error. Epistemic Ideals Criteria people use to decide whether they have achieved their epistemic aims. These can also be used to evaluate other people’s epistemic products, such as arguments and websites. Reliable Epistemic Processes Strategies that enable the achievement of epistemic aims. Even though truth is hard to achieve, a reliable process is more likely than other processes to get to the truth. Epistemic = Relating to knowledge or to the degree of its validation Two images ofclaims fact-checked by the Full Fact organisation. One is that in the UK women earn less than men. Full Fact notes this is true overall and goes into more detail. The other claim is that the UK can’t attract junior doctors from around the workd because they won’t earn enough to meet minimum income requirements. Full Fact provides the figures – a second-year junior doctor would earn just enough to meet the current threshold.
- Seeking the truth Expose learners to the diversity of knowledge Help them to develop epistemic criteria Support development of reliable strategies for making sense of the world Encourage learners to reflect on their assumptions Motivate learners to care about truth and knowledge Images of three relevant images available at BBC Bitesize. One is of ttwo people swapping phones to see if they can break out of their echo chambers, one resource is to help learners to spot fake news and listen to every side of a story, the third offers five ways to spot misleading images online.
- Threshold concepts Concepts that learners struggle to understand. They may be transformative: they shift a learner’s perceptions of a subject irreversible: once learned, they are hard to unlearn integrative: they expose the inter-relatedness of some things bounded: they border with other threshold concepts to define a disciplinary area troublesome: they appear difficult and unintuitive An example is inertia. An object in motion will continue in motion unless an external force acts on it. This goes against the ‘common sense’ notion that it will stop when it runs out of energy.
- Tricky topics Ten steps to teaching tricky topics Bring educators together Brainstorm activity Produce mind maps Identify stumbling blocks Caputre problems Develop quiz Construct intervention In-class activities Analyse success. Two small pictures show teachers working together to do this, and an example of a mind map connecting different ideas with lines and different colours
- Making thinking visible Response systems enable Students to ask questions Educators to collect answers Software enables Creation of models, videos, or texts that bring together audio, images and video Dialogue and interaction Augmented reality enables Creation of holograms, or objects that can be used in a virtual space When thinking is visible, it can be used by teachers to adapt teaching and provide feedback and by learners to make more informed decisions about their study. Photo by Oscar Omondi of three children in a Kenyan clasrrom. One has their eyes on their desk, one is giving a thumbs-up, and one has a sheet of paper behind their head.
- Making thinking visible Just-in-time teaching Using digital tools to make student thinking visible before class, so activities can meet their learning need. Questions and assignments are given before class. Five phases Ensuring learners understand the purpose of the approach. Creating purposeful questions or tasks. Setting a deadline for responses. Analysing responses. Presenting responses to learners and adapting learning activities to take responses into account.
- Divider slide: on the horizon
- Innovating Pedagogy 2022 Walk and talk: Combining movement and conversation to enhance learning Hybrid models: Maximising learning opportunities and flexibility Wellbeing education: Promoting wellbeing in all areas of teaching and learning Microcredentials: Accredited short courses to develop workplace skills
- Ways of contacting the speaker or accessing her slides slideshare.net/R3becca r3beccaf.wordpress.com/ twitter.com/R3beccaF Website for the Innovating Pedagogy reports www.open.ac.uk/blogs/innovating/ Image of the current report, showing two young women in a lab.