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Pedagogy
Pedagogy is an approach to teaching, or the theoretical and practical
knowledge of learning besides the influence of this process and the way
it is influenced by the psychological, social, and political development of
learners. If pedagogy is considered as an academic discipline, can be
defined as the study of the methodology of imparting skills and
knowledge in the context of education and which takes into
consideration those interactions which take place during the process of
learning. The theory and even the practice of pedagogy have many
different variations and which reflect various cultural, political, and
social contexts. Pedagogy may even be defined as the art of teaching.
Participatory Technology
In this learning theory, learners are given a space to take part in the
creation of their own interpretation or meaning through participation.
The participatory culture which web 2.0 enables provides an
opportunity for learners to create wikis blogs and social network vlogs
besides digital storytelling, virtual bookmarking, and virtual
environments. Learners co-create their own curriculum and which gives
a structure to their learning with their active involvement and
participation.
Peer Review
The role of teachers as evaluators shifts the focus of students on grades
rather than seeking feedback. Grading assessment papers or even
evaluating oral presentations of others. Teachers mostly do not check
the answers of the test so that students may have the opportunity to
know where exactly did they go wrong. Peer and self-assessment is one
of the methods teachers use for making learners correct their own
mistakes. This not only improves subsequent work but even enhances
their comprehensive abilities.
People, Openness, and Trust
The ability to trust holds importance in classrooms. This element plays a
crucial role in the path to success. When students trust teachers, their
willingness for risk-taking and their openness increases. When students
begin to trust each other, they are more comfortable expressing themselves.
When their trust builds up, their share their thoughts and feelings besides
other information. This sharing amongst students increases their relatability
towards each other. Trust builds up with time and effort. For inculcating
openness and trust in students, the following skills must be learned by them:
1. Learning to trust others
2. Earning the trust of others
3. Sharing information, feelings, and thoughts
4. Take risks and show weaknesses
5. Be personable
Reflective Practice
In pedagogy, reflective practice is the ability to reflect upon actions for
being in the process of learning on a continuous basis. It is quite a
useful tool in settings of professional learning which is practice-based.
This concept has gained immense popularity in the field of education.
In students, the aforementioned facilitates the strengthening of their
decision-making and critical thinking skills which are essential in
learning and for the improvement of the same. In teacher education
and professional development programs, reflective practice has been
defined as the metacognition of teachers. The acquisition of the
essential reflective skills holds importance for them.
Innovation and Creativity
According to a report published by The Open University in association with SRI International, ten innovations have been proposed the introduction of which has already been done but are yet
to have a significant impact in the field of education. The aforementioned includes:
1. Crossover Learning-Learning in settings which are informal such as after-school clubs and museums, links educational content to issues which are of importance in the lives of
learners.
2. Learning Through Augmentation-The understanding of students, especially in mathematics and science, can achieve advanced levels by using arguments which are similar to those
used by professional mathematicians and scientists. Argumentation shifts the focus of learners to ideas which are contrasting and which gives a depth to their learning.
3. Incidental Learning-This is unintentional or unplanned learning. This may take place during any activity which may seem unrelated to the knowledge being gained. This type of
learning need not involve any teacher as compared to formal education. It does not even have any structured curriculum besides the absence of any formal certification towards its
end.
4. Context-Based Learning-Context provides us the opportunity of learning through experiencing. Through the interpretation of new information which in context to the place and time
of learning besides its relation to one’s existing knowledge, one may understand it’s meaning and relevance more clearly. For the creation of context, one may find opportunities
within our interactions with our surroundings and people besides note-making and modification of objects around us.
5. Computational Thinking-This is a very powerful approach towards problem-solving. It involves decomposition or the breaking down of large problems into small parts or
decomposition besides recognition of past patterns or pattern recognition, sifting out unimportant details or abstraction, identification and development of a procedure to find
solutions or algorithms, and debugging or refining the aforementioned steps.
6. Learning with Scientific Methods-this focuses on the engagement with scientific practices and tools including control of experiments in remote laboratories or telescopes for the
development of scientific inquiry skills, improvement of conceptual understanding, and increased motivation. Remote laboratory systems reduce the barriers towards participation
through the provision of web interfaces which are user-friendly, and curriculum material besides the professional development of teachers.
7. Embodied Learning-This is related to the self-awareness of one’s body in its interaction with a world which is either real or simulated for supporting the process of learning. The
technology which supports this includes wearable sensors which gather biological and personal physical data, visual systems for tracking movement, and mobile devices which are
responsive towards actions such as motions and tilting. The application of this approach for the exploration of the different aspects of physical sciences including acceleration,
friction, and force besides the investigation of simulated situations like molecular structure is possible and permissible.
8. Adaptive Teaching-The capability of every learner is different. However, most educational materials and presentations have standard designs and content. This may not suit the
needs of many learners as far as their receptiveness towards the content is concerned. The aforementioned system of teaching solves this problem through the creation of
personalized content to meet the requirement of every individual learner.
9. Analytics of Emotions-Automated methods for facial recognition and eye tracking analyze the way students learn, and then have a difference response towards their cognitive and
emotional states. The main cognitive aspects in learning include whether the students have answered the question or not and the method used by them for explaining their
knowledge. The non-cognitive aspects would comprise of whether the student is distracted, confused, or frustrated.
10. Stealth Assessment-The data which is collected through automatic methods in the background when students use environments which are digitally rich can be used for its
application in the unobtrusive and stealth assessment while they are learning. The techniques of stealth assessment are similar to many internet-based role-playing game like World
of Warcraft, in which data is continually collected about the actions of the players, inferring about their strategies and goals for the presentation of new and appropriate challenges.
Learner-Generated
Learner-generated context is an ecology of those resources which are learner-
centric and in which groups of users collaborate to control and organize all the
available resources for the creation of an ecology to suit their needs. This concept
is rooted within the philosophy that teaching and learning should not have its
foundations in new technologies, and should contextualize the learning instead
before it is supported with technology. This concept has its roots in potentials and
affordances of a wide range of disruptive technologies and their practice besides
participative media and web 2.0, learning space design, learning design, and mobile
learning. This concept concerns the examination of the availability and variety of
tools and resources which increase rapidly and which eases the process of the
creation and publication of their own material and even have access to those which
have been created by others, besides methods through which this may extend the
capacity for creating learning contexts beyond the traditional ones, among other
things, for academics, teachers, policymakers, and designers.
Sharing Ideas and Resources
Collaborative learning involves two or more people learning something
new together or making an attempt to do so. Unlike individual learning,
the aforementioned engages people to capitalize on each other’s skills
and resources. More specifically, the basis of this learning is modeled
around the creation of knowledge within a group of people who
actively interact through sharing experiences besides taking on
asymmetric roles. This type of learning is illustrated quite commonly
when students work together in groups in order to search for meaning,
understanding, solutions, or for the creation of artifacts or products
from their learning. The encouragement of collaborative learning
improves the learning environments for higher education too.
Connected Community
Community-based learning involves instructional programs and methods of a
wide variety for the use of educators to connect the academic syllabus with
the surrounding communities and which would include natural
environments, cultural heritage, literature, history, and local institutions.
Community-based learning derives its motivation from the philosophy that
all the communities have their own intrinsic educational resources and
assets for the use of educators for enhancing the learning experiences of the
students. The four main approaches in community-based learning include
instructional connections wherein teachers make purposeful and explicit
connections between the concepts and teaching material, community
integration the approach of which is all about students learning through
their active participation in their respective communities, and citizen action
through which the students, besides learning from and through their own
communities, but even make the use of their knowledge for influencing,
changing, and giving back to one’s community meaningfully.
For research-based Powerpoint or Word
presentations on any topic, please
call/SMS/whatsapp on 9653254172 or email at
saifalisanjli@gmail.com
Saif Ali Sajid Amir

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Pedagogy

  • 1. Pedagogy Pedagogy is an approach to teaching, or the theoretical and practical knowledge of learning besides the influence of this process and the way it is influenced by the psychological, social, and political development of learners. If pedagogy is considered as an academic discipline, can be defined as the study of the methodology of imparting skills and knowledge in the context of education and which takes into consideration those interactions which take place during the process of learning. The theory and even the practice of pedagogy have many different variations and which reflect various cultural, political, and social contexts. Pedagogy may even be defined as the art of teaching.
  • 2.
  • 3. Participatory Technology In this learning theory, learners are given a space to take part in the creation of their own interpretation or meaning through participation. The participatory culture which web 2.0 enables provides an opportunity for learners to create wikis blogs and social network vlogs besides digital storytelling, virtual bookmarking, and virtual environments. Learners co-create their own curriculum and which gives a structure to their learning with their active involvement and participation.
  • 4. Peer Review The role of teachers as evaluators shifts the focus of students on grades rather than seeking feedback. Grading assessment papers or even evaluating oral presentations of others. Teachers mostly do not check the answers of the test so that students may have the opportunity to know where exactly did they go wrong. Peer and self-assessment is one of the methods teachers use for making learners correct their own mistakes. This not only improves subsequent work but even enhances their comprehensive abilities.
  • 5. People, Openness, and Trust The ability to trust holds importance in classrooms. This element plays a crucial role in the path to success. When students trust teachers, their willingness for risk-taking and their openness increases. When students begin to trust each other, they are more comfortable expressing themselves. When their trust builds up, their share their thoughts and feelings besides other information. This sharing amongst students increases their relatability towards each other. Trust builds up with time and effort. For inculcating openness and trust in students, the following skills must be learned by them: 1. Learning to trust others 2. Earning the trust of others 3. Sharing information, feelings, and thoughts 4. Take risks and show weaknesses 5. Be personable
  • 6. Reflective Practice In pedagogy, reflective practice is the ability to reflect upon actions for being in the process of learning on a continuous basis. It is quite a useful tool in settings of professional learning which is practice-based. This concept has gained immense popularity in the field of education. In students, the aforementioned facilitates the strengthening of their decision-making and critical thinking skills which are essential in learning and for the improvement of the same. In teacher education and professional development programs, reflective practice has been defined as the metacognition of teachers. The acquisition of the essential reflective skills holds importance for them.
  • 7. Innovation and Creativity According to a report published by The Open University in association with SRI International, ten innovations have been proposed the introduction of which has already been done but are yet to have a significant impact in the field of education. The aforementioned includes: 1. Crossover Learning-Learning in settings which are informal such as after-school clubs and museums, links educational content to issues which are of importance in the lives of learners. 2. Learning Through Augmentation-The understanding of students, especially in mathematics and science, can achieve advanced levels by using arguments which are similar to those used by professional mathematicians and scientists. Argumentation shifts the focus of learners to ideas which are contrasting and which gives a depth to their learning. 3. Incidental Learning-This is unintentional or unplanned learning. This may take place during any activity which may seem unrelated to the knowledge being gained. This type of learning need not involve any teacher as compared to formal education. It does not even have any structured curriculum besides the absence of any formal certification towards its end. 4. Context-Based Learning-Context provides us the opportunity of learning through experiencing. Through the interpretation of new information which in context to the place and time of learning besides its relation to one’s existing knowledge, one may understand it’s meaning and relevance more clearly. For the creation of context, one may find opportunities within our interactions with our surroundings and people besides note-making and modification of objects around us. 5. Computational Thinking-This is a very powerful approach towards problem-solving. It involves decomposition or the breaking down of large problems into small parts or decomposition besides recognition of past patterns or pattern recognition, sifting out unimportant details or abstraction, identification and development of a procedure to find solutions or algorithms, and debugging or refining the aforementioned steps. 6. Learning with Scientific Methods-this focuses on the engagement with scientific practices and tools including control of experiments in remote laboratories or telescopes for the development of scientific inquiry skills, improvement of conceptual understanding, and increased motivation. Remote laboratory systems reduce the barriers towards participation through the provision of web interfaces which are user-friendly, and curriculum material besides the professional development of teachers. 7. Embodied Learning-This is related to the self-awareness of one’s body in its interaction with a world which is either real or simulated for supporting the process of learning. The technology which supports this includes wearable sensors which gather biological and personal physical data, visual systems for tracking movement, and mobile devices which are responsive towards actions such as motions and tilting. The application of this approach for the exploration of the different aspects of physical sciences including acceleration, friction, and force besides the investigation of simulated situations like molecular structure is possible and permissible. 8. Adaptive Teaching-The capability of every learner is different. However, most educational materials and presentations have standard designs and content. This may not suit the needs of many learners as far as their receptiveness towards the content is concerned. The aforementioned system of teaching solves this problem through the creation of personalized content to meet the requirement of every individual learner. 9. Analytics of Emotions-Automated methods for facial recognition and eye tracking analyze the way students learn, and then have a difference response towards their cognitive and emotional states. The main cognitive aspects in learning include whether the students have answered the question or not and the method used by them for explaining their knowledge. The non-cognitive aspects would comprise of whether the student is distracted, confused, or frustrated. 10. Stealth Assessment-The data which is collected through automatic methods in the background when students use environments which are digitally rich can be used for its application in the unobtrusive and stealth assessment while they are learning. The techniques of stealth assessment are similar to many internet-based role-playing game like World of Warcraft, in which data is continually collected about the actions of the players, inferring about their strategies and goals for the presentation of new and appropriate challenges.
  • 8. Learner-Generated Learner-generated context is an ecology of those resources which are learner- centric and in which groups of users collaborate to control and organize all the available resources for the creation of an ecology to suit their needs. This concept is rooted within the philosophy that teaching and learning should not have its foundations in new technologies, and should contextualize the learning instead before it is supported with technology. This concept has its roots in potentials and affordances of a wide range of disruptive technologies and their practice besides participative media and web 2.0, learning space design, learning design, and mobile learning. This concept concerns the examination of the availability and variety of tools and resources which increase rapidly and which eases the process of the creation and publication of their own material and even have access to those which have been created by others, besides methods through which this may extend the capacity for creating learning contexts beyond the traditional ones, among other things, for academics, teachers, policymakers, and designers.
  • 9. Sharing Ideas and Resources Collaborative learning involves two or more people learning something new together or making an attempt to do so. Unlike individual learning, the aforementioned engages people to capitalize on each other’s skills and resources. More specifically, the basis of this learning is modeled around the creation of knowledge within a group of people who actively interact through sharing experiences besides taking on asymmetric roles. This type of learning is illustrated quite commonly when students work together in groups in order to search for meaning, understanding, solutions, or for the creation of artifacts or products from their learning. The encouragement of collaborative learning improves the learning environments for higher education too.
  • 10. Connected Community Community-based learning involves instructional programs and methods of a wide variety for the use of educators to connect the academic syllabus with the surrounding communities and which would include natural environments, cultural heritage, literature, history, and local institutions. Community-based learning derives its motivation from the philosophy that all the communities have their own intrinsic educational resources and assets for the use of educators for enhancing the learning experiences of the students. The four main approaches in community-based learning include instructional connections wherein teachers make purposeful and explicit connections between the concepts and teaching material, community integration the approach of which is all about students learning through their active participation in their respective communities, and citizen action through which the students, besides learning from and through their own communities, but even make the use of their knowledge for influencing, changing, and giving back to one’s community meaningfully.
  • 11. For research-based Powerpoint or Word presentations on any topic, please call/SMS/whatsapp on 9653254172 or email at saifalisanjli@gmail.com Saif Ali Sajid Amir