The Open University has published an innovation report – Innovating Pedagogy 2012. The executive summary is as below for your preview. It’s an excellent timing to review them and plan ahead for 2013.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in postschool education. We have not deliberately excluded school education, but that is not our area of expertise. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in rough order of immediacy and timescale to widespread implementation.
I like rhizomatoc learning
This invokes the metaphor of a rhizome, a plant stem which sends out roots and shoots that allow the plant to propagate itself through organic growth into the surrounding habitat. Seen as a model for the construction of knowledge, rhizomatic processes suggest the interconnectedness of ideas as well as boundless exploration across many fronts from different starting points. For the educator, supporting rhizomatic learning requires the creation of a context within which the curriculum and knowledge are constructed by members of a learning community and which can be reshaped in a dynamic manner in response to environmental conditions. The learning experience may build on social, conversational processes, as well as personal knowledge creation, linked into unbounded personal learning networks that merge formal and informal media.