Innovating Pedagogy: a benchmark for teaching and learning?

I’ve been reading the recently published Innovation Report from the Open University, Innovating Pedagogy 2012: exploring new forms of teaching, learning and assessment, to guide educators and policy makers. You can access a copy of the report from here: http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf

The report outlines 10 aspects of pedagogy that the authors believe may have an impact on education over the coming years. Two things struck me about the report: they refer to aspects of education that have a direct and indirect correlation to libraries and information, and the report really does seem to summarise a large number of topics and initiatives that seems to be really prevalent and ‘of the moment’ on twitter, in the literature, etc.

According to the report, the 10 aspects of education that may a significant impact on education over the coming years:

e-Books: dynamic formats, and innovative uses of accessing and using ebooks

Publisher-led short courses: offering self-directed, CPD learning opportunities

Assessment for Learning: changing the focus of assessment from assessment of learning outcomes towards assessment for feedback to enhance the learning

Badges: Awarding ‘non-formal learning’ through a widely-recognised honour or badge system.

MOOCs: Massive open online courses brings open-access education to the masses.

Changing nature of academic publishing: the continued development of open-access scholarly publishing initiatives

Seamless Learning: learning across multiple locations, platforms, formats in a continued way

Learning Analytics: Emphasis on obtaining data to learn more about the learner and their contexts in an effort to improve learning opportunities

Personal Inquiry Learning: Focus on the learner as an active, exploratory learning agent involved in discovery and inquiry learning processes.

Rhizomatic Learning: learning occurring through multi-facets/avenues of inquiry, taking contexts and previous knowledge and experiences into consideration, using social and personal sources of learning to foster a personal learning network.

The report got me thinking a bit about a recent paper in College & Research Library News abnout ACRL’s top ten trends in academic libraries for 2012. Available here: http://crln.acrl.org/content/73/6/311.full.pdf+html

ACRL listed communicating value, IT developments, mobile environments, Patron-driven ebook acquisition, new schoarly communication models and user behaviours and expectations as some of the trends for libraries for this year. I can make some clear connections between ACRL’s trends and the Innovating Pedagogy report.

As always, I’m reminded that the divide between education and the role of the library is always, and should always, be linked and intertwined.

 

Sharples, M, McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012) Innovating pedagogy 2012: OPen University Innovation Report 1. Milton Keynes: The Open University, http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf

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3 Comments on “Innovating Pedagogy: a benchmark for teaching and learning?”

  1. Michelle says:

    It seems you can’t escape the M-word anywhere these days :) I think social learning will become even more relevant also – I know it feeds into some of the above channels such as seamless learning and rhizomatic learning, but I think it is worthy of mention on its own merits also.

    • alancarbery says:

      Great point Michelle. Definitely social learning is surely a worthy inclusion.

      MOOCs are everywhere! It will be really interesting to see the long term repercussions


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