Innovating pedagogy 2022 : exploring new forms of teaching, learning and assessment, to guide educators and policy makers

Comprend des références bibliographiques et webographiquesOpen University Innovation Report 10"We are proud to present our 10th anniversary report in our annual series exploring new forms of teaching, learning and assessment! The reports are intended for teachers, trainers, policy makers, education consultants, academics, students, researchers, instructional designers, educational software developers and all who are interested in pedagogical innovation and future learning scenarios.This tenth report, produced by researchers in the Open University’s Institute of Educational Technology in collaboration with colleagues from the Open University of Catalonia, looks back on the past 10 years and proposes another set of promising innovations that have not yet had a significant influence on education but deserve attention."-- provided by Agnes Kukulska-Hulm

Analyzing the students\u27 learning behaviour for a technical course during COVID-19

The purpose of this paper is to analyse the learning behaviour of students towards a technical course in the two learning modes, remote learning (online) and in-person learning (offline). Due to the outbreak of Covid-19 pandemic in India, the educational fraternity has successfully reached out to the students using the various virtual tools available. Although, the offline mode of teaching-learning i.e. the actual classroom interaction is quite important as far as a technical course is concerned, but during these tough times the online platforms like Zoom, Webex meetings, Google meet have made the teaching-learning feasible remotely at any time from any place. This paper compares the learning behaviour of students in the two modes, emergency virtual mode and offline mode. A total of 213 Bachelors of Engineering (BE) students studying a technical course, Modern and Computational Physics, participated in the survey and their responses based on a questionnaire were recorded. The questionnaire considered all aspects related to the delivery of contents, the evaluation method, the preferred way of clarifying students’ doubts, course difficulty level and duration of the course. The analysis suggests that 72.3% of students are in favour of learning this course using offline mode, while 27.7 % of students are comfortable with virtual online mode. Furthermore, the present study reveals that 95.7%, 95.3%, and 75.1 % of students are congenial with the offline mode in terms of teacher competency, content delivery, and interaction possibility respectively, whereas 85%, 76.9% and 48.4% of students are congenial with the remote online mode in terms of same parameters. The higher magnitude of average mean value for offline mode (3.99) anticipates its dominance over online mode (3.18). More than 50% students favoured online mode along with multiple choice question papers for the evaluation process irrespective of their preference to offline mode for teaching-learning. Based on the present analysis, some recommendations are proposed as the future strategies to improve the performance of teaching-learning activities during the times of crisis

Innovating Pedagogy 2022: Open University Innovation Report 10

This is the tenth report in a series of reports exploring new forms of teaching, learning and assessment. The reports are intended for teachers, policy makers, academics, students, researchers, designers of educational technology, and for anyone who is interested in pedagogical innovation and how education is changing. This 2022 report was co-authored by researchers in The Open University's Institute of Educational Technology in collaboration with colleagues at the Open University of Catalonia. It proposes ten promising innovations for a post-pandemic world of education: hybrid models, dual learning scenarios, pedagogies of microcredentials, pedagogy of autonomy, watch parties, influencer-led education, pedagogies of the home, pedagogy of discomfort, wellbeing education, and walk-and-talk

Ethics in Higher Education : Values-driven Leaders for the Future

The values and virtues practised in universities heavily influence the leaders of the future, but outside the limelight of excelling education institutions there is a concerning violation of good practises and rise in unethical behaviour. This book offers diverse insights from 19 different authors, writing from eight countries in five continents, providing explanations and recommendations for the ethical crisis present around the world which can be mitigated by suitable education in ethics, particularly in higher education institutions

Joint Modules and Internationalisation in Higher Education

This volume places the development of the Joint Module «Comparative Studies in Adult Education and Lifelong Learning» (COMPALL) in the context of international development in higher education and adult education. Based on this framework, the authors discuss the development of the joint module in terms of its institutional and didactical structure as well as participants’ motivation and diversity. The book is divided into three parts: (1) Internationalisation in Higher Education, (2) Internationalisation of Higher Education: The Case of Adult Education, and (3) Internationalisation of Higher Education: The Example of COMPALL.</P

E4 Thematic Network

This Thematic Network aims at developing the European dimension of Higher Engineering Education by enhancing the compatibility of the many diverse routes to the profession of engineer, by facilitating greater mobility and integration of skilled personnel throughout Europe, by favouring a mutual exchange of skills and competences and providing a platform for communication between academics and professionals. Five main activities have been organised under the overall umbrella of the Thematic Network.The work contains 6 volumes

Fostering the Growth of the Social Impact Business sector in Viet Nam

“Fostering the Growth of the Social Impact Business Sector in Viet Nam” (the “study”) is the largest study on the social impact business (SIB) sector in Viet Nam undertaken to date. Findings are taken from 492 survey responses, interviews with 62 individuals representing various stakeholder groups, through one-on-one interviews or focus groups, and three multi-stakeholder consultative workshops. The study provides an overview of the ecosystem and the current state of the SIB sector in Viet Nam, together with challenges and opportunities, to produce key recommendations to grow the sector. Practical guidance targeted at SIBs in growing their enterprise is also included to share the advices and insights taken from consultation with SIB sector leaders. The main objective of the study is to catalyse the development of business activities toward addressing pressing social and environmental challenges, and ultimately toward the achievement of the UN Sustainable Development Goals (SDGs)1. The study was conducted in the context where there is a need to map the SIB sector in Viet Nam, which is recognised as an invaluable driver for positive social and environmental change, in order to design interventions to support the Government of Viet Nam in achieving the SDGs by 2030. The study aims to apply a wider understanding of the SIB sector to map and understand the huge potential of the sector from across a varied spectrum of organisations and models, all connected by their mission to solve social or environmental issues. For the purposes of the study, SIBs are understood as “organisations that have both trading activities and a commitment to positively impacting society/environment as the two central tenets of their strategic operations. This balancing of their social/environmental aims with a commercial model allows them to sustainably solve social and environmental challenges.”. This sector may include non-profit organisations having commercial activities, legally registered Social Enterprises (SEs), cooperatives, inclusive businesses, social impact startups, and commercial enterprises for sustainable development. SIB in this study is therefore provided as a working definition, one that seeks to respond to the concerns and barriers facing business leaders who have integrated social missions into their business models, and hence foster further growth of the wider SIB sector in Viet Nam

Open educational practice: Caveat Emptor

The case for open educational resources and massive open online courses is clearest and strongest when seen within the broader conversation around open educational practice. This comprises open access to educational opportunity, and alternative modes of learning as well as engagement with open scholarship. While the case for access to educational opportunity and approaches to various modes of open learning are now widely recognized and accepted, the case for engagement with open scholarship is not entirely clear and convincing. This chapter explores the major confounds around the case for open scholarship to separate the hype from the facts, and shed light on ethical and moral issues surrounding engagement with open educational practices. Implications of these practices for the roles, responsibilities and commitments of universities as well as other educational institutions in society, and the framing of a values driven and future-proofed curriculum for them are outlined and discussed

Joint Modules and Internationalisation in Higher Education

This volume places the development of the Joint Module «Comparative Studies in Adult Education and Lifelong Learning» (COMPALL) in the context of international development in higher education and adult education. Based on this framework, the authors discuss the development of the joint module in terms of its institutional and didactical structure as well as participants’ motivation and diversity. The book is divided into three parts: (1) Internationalisation in Higher Education, (2) Internationalisation of Higher Education: The Case of Adult Education, and (3) Internationalisation of Higher Education: The Example of COMPALL.</P