Innovating Pedagogy 2015: Open University Innovation Report 4

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. This fourth 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 collaborated with researchers from the Center for Technology in Learning at SRI International. We 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 post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education.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 an approximate order of immediacy and timescale to widespread implementation

GeoNotes: A Location-based Information System for Public Spaces

The basic idea behind location-based information systems is to connect information pieces to positions in outdoor or indoor space. Through position technologies such as Global Positioning System (GPS), GSM positioning, Wireless LAN positioning o

Connecting online and offline worlds: the impact of cross-boundary artifact on hybrid communities

Hybrid online-offline communities, known as online socio-technical platforms with explicit goals to facilitate offline interactions are thriving and more than ever obscuring the borders between physical and digital communities. However, members of these communities often face information asymmetry. Quality and information about the offline gatherings is visible to members who physically attend offline activities, but often not to those who did not attend the gatherings. Offline information such as the events’ whereabouts and the groups’ social dynamics can be essential to make the decision of attending a future event. In this dissertation, I studied the challenges and opportunities to utilize cross-boundary artifacts, defined as objects which capture offline activities and can be shared in the online space, to reduce information asymmetry in hybrid communities. I conducted three studies including an interview study with event organizers, an online survey, and a controlled lab experiment. The result of my interview reveals organizers most importantly judge the success of their event based on the offline experiences. They acknowledged the potential benefits of sharing offline experiences back to the online space (i.e. setting expectations, building community images), but also expressed concerns about the lack of support in current systems in representing offline interactions. The online survey and the controlled lab experiment then examined what roles cross-boundary artifacts can play in reducing information asymmetry and how they can be better incorporated and represented in the current systems. The results show that such artifacts embed rich and reliable signals and they convey valuable information about what happened in the offline activities. Their impact on offline participation varies by the format and volume of artifacts and the goals of target participants. My dissertation presents the first piece of research on hybrid communities focusing on the mechanisms and artifacts to connect online and offline spaces. This work also provides guidelines to designers, developers and practitioners of social technologies seeking to study or design technologies for hybrid communities

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

The influence of locative media on social information sharing: a review

Mobile phones and social media enable people to share information with others whenever they want, wherever they want. More recent developments allow people to augment their sharing experience by geo-tagging their information through GPS enabled phones. These 'locative media' can be used to facilitate navigation, way finding or to obtain information about a physical place or object. Other services let the users tag, rate public spaces and recommend them to other people. Furthermore, people can tell their stories by attaching their own context to a physical location. This report is a literature review in the field of locative media. In order to get a complete overview of the research that is done on location-based social networking, the most recent developments in the field are investigated. We also look at research methods used to test the user experience of this type of social media systems. Furthermore, we investigate the influence of location based media on the sharing habits and social practices of the users of these systems. The conclusions of this exploration in the field of locative media research lead to design guidelines and research methods that will be used in a user evaluation of a system for location based smart photo sharing

NEXT LEVEL: A COURSE RECOMMENDER SYSTEM BASED ON CAREER INTERESTS

Skills-based hiring is a talent management approach that empowers employers to align recruitment around business results, rather than around credentials and title. It starts with employers identifying the particular skills required for a role, and then screening and evaluating candidates’ competencies against those requirements. With the recent rise in employers adopting skills-based hiring practices, it has become integral for students to take courses that improve their marketability and support their long-term career success. A 2017 survey of over 32,000 students at 43 randomly selected institutions found that only 34% of students believe they will graduate with the skills and knowledge required to be successful in the job market. Furthermore, the study found that while 96% of chief academic officers believe that their institutions are very or somewhat effective at preparing students for the workforce, only 11% of business leaders strongly agree [11]. An implication of the misalignment is that college graduates lack the skills that companies need and value. Fortunately, the rise of skills-based hiring provides an opportunity for universities and students to establish and follow clearer classroom-to-career pathways. To this end, this paper presents a course recommender system that aims to improve students’ career readiness by suggesting relevant skills and courses based on their unique career interests

A new framework for the design and evaluation of a learning institution’s student engagement activities

In this article we explore the potential for attempts to encourage student engagement to be conceptualised as behaviour change activity, and specifically whether a new framework to guide such activity has potential value for the Higher Education (HE) sector. The Behaviour Change Wheel (BCW) (Michie, Susan, Maartje M van Stralen, and Robert West. 2011. “The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions.” Implementation Science : IS 6 (1): 42. doi:10.1186/1748-5908-6-42) is a framework for the systematic design and development of behaviour change interventions. It has yet to be applied to the domain of student engagement. This article explores its potential, by assessing whether the BCW comprehensively aligns with the state of student engagement as currently presented in the HE literature. This work achieves two things. It firstly allows a prima facie assessment of whether student engagement activity can be readily aligned with the BCW framework. It also highlights omissions and prevalence of activity types in the HE sector, compared with other sectors where behaviour change practice is being successfully applied