A series of reports on Innovating Pedagogy were launched in 2012 to look at the trends that show how practitioners may engage in innovation in pedagogy. This paper looks at the latest set of trends, and highlights four 2015 trends that seem particularly rich for researchers to explore in the next five years

C Dweck

G Lakoff

G Salomon

J Dewey

P Dourish

PM Gollwitzer

RM Ryan

T Solato del

English

Roschelle, Jeremy

Yarnall, Louise

Sharples, Mike

McAndrew, Patrick

Open Research Online

Open Research OnlineThe Open University’s repository of research publicationsand other research outputsFuture Research Directions for Innovating PedagogyBook SectionHow to cite:Roschelle, Jeremy; Yarnall, Louise; Sharples, Mike and McAndrew, Patrick (2016). Future Research Directionsfor Innovating Pedagogy. In: Verbert, Katrien; Sharples, Mike and Klobucˇar, Tomazˇ eds. Adaptive and AdaptableLearning. Lecture Notes in Computer Science (9891). Cham: Springer, pp. 648–651.For guidance on citations see FAQs.c© 2016 The Author(s)Version: Version of RecordLink(s) to article on publisher’s website:http://dx.doi.org/doi:10.1007/978-3-319-45153-483Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyrightowners. For more information on Open Research Online’s data policy on reuse of materials please consult the policiespage.oro.open.ac.ukFuture Research Directions for Innovating PedagogyJeremy Roschelle1(✉), Louise Yarnall1, Mike Sharples2,and Patrick McAndrew21 SRI International, Menlo Park, CA, USA{jeremy.roschelle,louise.yarnall}@sri.com2 The Open University, Milton Keynes, UK{mike.sharples,iet-director}@open.ac.ukAbstract. A series of reports on Innovating Pedagogy were launched in 2012to look at the trends that show how practitioners may engage in innovation inpedagogy. This paper looks at the latest set of trends, and highlights four 2015trends that seem particularly rich for researchers to explore in the next fiveyears.Keywords: Pedagogy · Educational technology · Innovation · Learning ·Instruction1 IntroductionInnovation is often associated with advances in technology, but approaches that makea profound change to education are usually based not on technology but on innova‐tions in pedagogy for a technology-enabled and mobile world. Since the InnovatingPedagogy annual series was launched in 2012, over 30 different trends have beenexamined. This paper highlights four for research. Since December, the 2015 reporthas garnered more than 66,000 downloads from 128 countries. Fourteen researchersfrom The Open University (UK) and SRI International (US) contributed to the latestreport.1.1 2015 Practitioner TrendsThe image in Fig. 1, produced by TeachOnline, summarizes the 2015 pedagogical trendsfor practitioners at a glance. For more detail, the reader may review the full report atwww.open.ac.uk/innovating.2 Four Promising Trends for ResearchTo reﬂect on the prospective future for learning and teaching in school and beyond, weselected four 2015 pedagogical trends that advance long desired pedagogical goalsthrough the use of new technology: Incidental Learning, Context-based Learning,Embodied Learning, and Analytics of Emotions. Future research should focus on how© The Author(s) 2016K. Verbert et al. (Eds.): EC-TEL 2016, LNCS 9891, pp. 648–651, 2016.DOI: 10.1007/978-3-319-45153-4_83all four involve intelligent technologies in delivering the most human and powerfulfeatures of pedagogy – mentoring, timely information presentation, and responsivenessto the learner’s physical and emotional processes.2.1 OverviewEducation pioneer John Dewey wrote, “Such happiness as life is capable of comes fromthe full participation of all our powers in the endeavor to wrest from each changingsituations of experience its own full and unique meaning,” [1, p. 25]. To begin to wrestmeaningful learning from technology-rich situations, we look to the four themes below.Incidental Learning. Incidental Learning captures learning ephemera for productiveuse. It brings up pedagogies and technologies for noticing, reﬂecting, and connectingthe unplanned learning that we experience daily. A mobile app may permit a learner torecord a feeling or impression after an experience in the workplace, and then later referback to recall, index, and share it. Learners may receive a text “nudge” to help maintainFig. 1. The 2015 Innovating Pedagogy top 10 trends. Image credit: Stephen Valdivia ofTeachOnline, the Arizona State University Instructional Design CommunityFuture Research Directions for Innovating Pedagogy 649focus on an extended task, thus supporting memory, motivation, planning, revision, andmentoring. Future research drawing on behavioral economics and cognitive behavioraltherapy may explore how learners may use technology to record instances of incidentallearning so they can reﬂect on them and obtain social support around them. Theories ofsocial-emotional learning, such as self-determination theory [2], growth mindsets [3],and self-regulation [4], oﬀer a useful starting point for investigation.Context-Based Learning. Context is both something we are immersed in and some‐thing we create. As technology becomes more embedded in life through the so-calledInternet of Things, the opportunities for learning in context can be expected to increase.Contextual learning technology may bring realistic simulation into a classroom orproject an instructional overlay onto the world through augmented reality in a mobiledevice. It capitalizes on the human capacity to see similarities and diﬀerences when thesame process is applied in diﬀerent settings and conditions. Future research may explorehow such technologies can improve knowledge transfer by linking knowledge learnedin school with knowledge gained from informal contexts [5]. Research may also examinehow learners create context through interaction using technologies [6]. Also useful aretheories of knowledge representation, symbol systems, and distributed cognition, partic‐ularly for designing augmented reality overlays projected on to an environment. One ofthe core challenges is to help learners regulate their access to these opportunities and tohelp educators be aware of when to switch distributed networks on and oﬀ as needed.Embodied Learning. Embodied learning considers how the learner is engaged as awhole person with the learning process. As someone performs a task, new technologycan focus attention and help link knowledge to activity, moving the learning fromabstract to concrete action that embeds learning deeply. Such embodied learning is nota new concept [7], but technology supports how we can measure performance, asreﬂected in the use of Fitbits and health apps. Embodied learning presents analytics ofboth individual and collective activity, permitting comparisons for performanceimprovement. Future research may focus on designing for embodied experiences, tech‐nological transformation, and forms of feedback. This research can cross from neuro‐science and educational design to new technologies.Analytics of Emotions. Analytics of Emotions research identiﬁes the emotions rele‐vant to learning and develops the sensing technologies that can track and respond tolearner emotions during online learning. A theme of research since the mid 1990s [8],it is now being extended into classrooms and informal settings. Early work focused oninferring a learner’s motivational states from logs of online learning, but more recentstudies track states with eye tracking, facial recognition and posture analysis. Suchstudies aim to help learners understand when they are struggling and need to seek help.This research builds understanding of how emotional constructs interact with attention,memory and understanding.650 J. Roschelle et al.3 ConclusionWe have discussed the pedagogy of emerging innovation and we invite the researchcommunity to consider learning environments that anticipate incidental learning,support an interdependence of content and context, engage the integration of body andmind, and are responsive to learners’ emotional states.Acknowledgements. This material is based in part upon work supported by the National ScienceFoundation under Grant No. IIS-1233722. Any opinions, ﬁndings, and conclusions orrecommendations expressed in this material are those of the authors and do not necessarily reﬂectthe views of the National Science Foundation.Open Access. This chapter is distributed under the terms of the Creative Commons Attribution4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, dupli‐cation, adaptation, distribution and reproduction in any medium or format, as long as you giveappropriate credit to the original author(s) and the source, a link is provided to the CreativeCommons license and any changes made are indicated.The images or other third party material in this chapter are included in the work's CreativeCommons license, unless indicated otherwise in the credit line; if such material is not included inthe work's Creative Commons license and the respective action is not permitted by statutoryregulation, users will need to obtain permission from the license holder to duplicate, adapt orreproduce the material.References1. Dewey, J., Hickman, L., Alexander, T.M.: The Essential Dewey: Ethics, Logic, Psychology,vol. 1. Indiana University Press, Bloomington (1998)2. Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation,social development, and well-being. Am. Psychol. 55(1), 68–78 (2000)3. Dweck, C.: Mindset: The New Psychology of Success. Random House, New York (2006)4. Gollwitzer, P.M., Oettingen, G.: Planning promotes goal striving. Cogn. Physiol. Neurol.Dimens. 2, 162–185 (2011)5. Salomon, G., Perkins, D.N.: Rocky roads to transfer: rethinking mechanism of a neglectedphenomenon. Educ. Psychol. 24(2), 113–142 (1989)6. Dourish, P.: What do we talk about when we talk about context. Pers. Ubiquitous Comput.8(1), 19–30 (2004)7. Lakoﬀ, G., Johnson, M.: Philosophy in the Flesh: The Embodied Mind and Its Challenge toWestern Thought. Basic Books, New York (1999)8. del Solato, T., Du Boulay, B.: Implementation of motivational tactics in tutoring systems. J.Interact. Learn. Res. 6(4), 337–378 (1995)Future Research Directions for Innovating Pedagogy 651

Future Research Directions for Innovating Pedagogy

Jeremy Roschelle

Louise Yarnall

Mike Sharples

Patrick McAndrew

Springer - Publisher Connector

Future Research Directions for Innovating Pedagogy
Jeremy Roschelle1(✉), Louise Yarnall1, Mike Sharples2,
and Patrick McAndrew2
1 SRI International, Menlo Park, CA, USA
{jeremy.roschelle,louise.yarnall}@sri.com
2 The Open University, Milton Keynes, UK
{mike.sharples,iet-director}@open.ac.uk
Abstract. A series of reports on Innovating Pedagogy were launched in 2012
to look at the trends that show how practitioners may engage in innovation in
pedagogy. This paper looks at the latest set of trends, and highlights four 2015
trends that seem particularly rich for researchers to explore in the next five
years.
Keywords: Pedagogy · Educational technology · Innovation · Learning ·
Instruction
1 Introduction
Innovation is often associated with advances in technology, but approaches that make
a profound change to education are usually based not on technology but on innova‐
tions in pedagogy for a technology-enabled and mobile world. Since the Innovating
Pedagogy annual series was launched in 2012, over 30 different trends have been
examined. This paper highlights four for research. Since December, the 2015 report
has garnered more than 66,000 downloads from 128 countries. Fourteen researchers
from The Open University (UK) and SRI International (US) contributed to the latest
report.
1.1 2015 Practitioner Trends
The image in Fig. 1, produced by TeachOnline, summarizes the 2015 pedagogical trends
for practitioners at a glance. For more detail, the reader may review the full report at
www.open.ac.uk/innovating.
2 Four Promising Trends for Research
To reﬂect on the prospective future for learning and teaching in school and beyond, we
selected four 2015 pedagogical trends that advance long desired pedagogical goals
through the use of new technology: Incidental Learning, Context-based Learning,
Embodied Learning, and Analytics of Emotions. Future research should focus on how
© The Author(s) 2016
K. Verbert et al. (Eds.): EC-TEL 2016, LNCS 9891, pp. 648–651, 2016.
DOI: 10.1007/978-3-319-45153-4_83
all four involve intelligent technologies in delivering the most human and powerful
features of pedagogy – mentoring, timely information presentation, and responsiveness
to the learner’s physical and emotional processes.
2.1 Overview
Education pioneer John Dewey wrote, “Such happiness as life is capable of comes from
the full participation of all our powers in the endeavor to wrest from each changing
situations of experience its own full and unique meaning,” [1, p. 25]. To begin to wrest
meaningful learning from technology-rich situations, we look to the four themes below.
Incidental Learning. Incidental Learning captures learning ephemera for productive
use. It brings up pedagogies and technologies for noticing, reﬂecting, and connecting
the unplanned learning that we experience daily. A mobile app may permit a learner to
record a feeling or impression after an experience in the workplace, and then later refer
back to recall, index, and share it. Learners may receive a text “nudge” to help maintain
Fig. 1. The 2015 Innovating Pedagogy top 10 trends. Image credit: Stephen Valdivia of
TeachOnline, the Arizona State University Instructional Design Community
Future Research Directions for Innovating Pedagogy 649
focus on an extended task, thus supporting memory, motivation, planning, revision, and
mentoring. Future research drawing on behavioral economics and cognitive behavioral
therapy may explore how learners may use technology to record instances of incidental
learning so they can reﬂect on them and obtain social support around them. Theories of
social-emotional learning, such as self-determination theory [2], growth mindsets [3],
and self-regulation [4], oﬀer a useful starting point for investigation.
Context-Based Learning. Context is both something we are immersed in and some‐
thing we create. As technology becomes more embedded in life through the so-called
Internet of Things, the opportunities for learning in context can be expected to increase.
Contextual learning technology may bring realistic simulation into a classroom or
project an instructional overlay onto the world through augmented reality in a mobile
device. It capitalizes on the human capacity to see similarities and diﬀerences when the
same process is applied in diﬀerent settings and conditions. Future research may explore
how such technologies can improve knowledge transfer by linking knowledge learned
in school with knowledge gained from informal contexts [5]. Research may also examine
how learners create context through interaction using technologies [6]. Also useful are
theories of knowledge representation, symbol systems, and distributed cognition, partic‐
ularly for designing augmented reality overlays projected on to an environment. One of
the core challenges is to help learners regulate their access to these opportunities and to
help educators be aware of when to switch distributed networks on and oﬀ as needed.
Embodied Learning. Embodied learning considers how the learner is engaged as a
whole person with the learning process. As someone performs a task, new technology
can focus attention and help link knowledge to activity, moving the learning from
abstract to concrete action that embeds learning deeply. Such embodied learning is not
a new concept [7], but technology supports how we can measure performance, as
reﬂected in the use of Fitbits and health apps. Embodied learning presents analytics of
both individual and collective activity, permitting comparisons for performance
improvement. Future research may focus on designing for embodied experiences, tech‐
nological transformation, and forms of feedback. This research can cross from neuro‐
science and educational design to new technologies.
Analytics of Emotions. Analytics of Emotions research identiﬁes the emotions rele‐
vant to learning and develops the sensing technologies that can track and respond to
learner emotions during online learning. A theme of research since the mid 1990s [8],
it is now being extended into classrooms and informal settings. Early work focused on
inferring a learner’s motivational states from logs of online learning, but more recent
studies track states with eye tracking, facial recognition and posture analysis. Such
studies aim to help learners understand when they are struggling and need to seek help.
This research builds understanding of how emotional constructs interact with attention,
memory and understanding.
650 J. Roschelle et al.
3 Conclusion
We have discussed the pedagogy of emerging innovation and we invite the research
community to consider learning environments that anticipate incidental learning,
support an interdependence of content and context, engage the integration of body and
mind, and are responsive to learners’ emotional states.
Acknowledgements. This material is based in part upon work supported by the National Science
Foundation under Grant No. IIS-1233722. Any opinions, ﬁndings, and conclusions or
recommendations expressed in this material are those of the authors and do not necessarily reﬂect
the views of the National Science Foundation.
Open Access. This chapter is distributed under the terms of the Creative Commons Attribution
4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, dupli‐
cation, adaptation, distribution and reproduction in any medium or format, as long as you give
appropriate credit to the original author(s) and the source, a link is provided to the Creative
Commons license and any changes made are indicated.
The images or other third party material in this chapter are included in the work's Creative
Commons license, unless indicated otherwise in the credit line; if such material is not included in
the work's Creative Commons license and the respective action is not permitted by statutory
regulation, users will need to obtain permission from the license holder to duplicate, adapt or
reproduce the material.
References
1. Dewey, J., Hickman, L., Alexander, T.M.: The Essential Dewey: Ethics, Logic, Psychology,
vol. 1. Indiana University Press, Bloomington (1998)
2. Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation,
social development, and well-being. Am. Psychol. 55(1), 68–78 (2000)
3. Dweck, C.: Mindset: The New Psychology of Success. Random House, New York (2006)
4. Gollwitzer, P.M., Oettingen, G.: Planning promotes goal striving. Cogn. Physiol. Neurol.
Dimens. 2, 162–185 (2011)
5. Salomon, G., Perkins, D.N.: Rocky roads to transfer: rethinking mechanism of a neglected
phenomenon. Educ. Psychol. 24(2), 113–142 (1989)
6. Dourish, P.: What do we talk about when we talk about context. Pers. Ubiquitous Comput.
8(1), 19–30 (2004)
7. Lakoﬀ, G., Johnson, M.: Philosophy in the Flesh: The Embodied Mind and Its Challenge to
Western Thought. Basic Books, New York (1999)
8. del Solato, T., Du Boulay, B.: Implementation of motivational tactics in tutoring systems. J.
Interact. Learn. Res. 6(4), 337–378 (1995)
Future Research Directions for Innovating Pedagogy 651


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