OU report: edtech can unlock autonomous, hybrid and engaging education

OU report: edtech can unlock autonomous, hybrid and engaging education


A new report says pedagogy should evolve in the post-pandemic world as technology and student requirements change, with classes of “walking and talking” and “starting to see” two proposed suggestions.

A group of academics from the Institute of Educational Technology of The Open University, United Kingdom, collaborated with researchers from the Universitat Oberta de Catalunya, Spain, to prepare the report: Innovating Pedagogy 2022.

The report covers 10 ways, including edtech and non-traditional teaching styles, that could help teachers make “important changes” in educational practice.

As the role of technology and computers in education is likely to grow, the report suggests that “walking and classes” could provide an antidote to a screen-centric approach, “providing an alternative way to connect. with others, ”helping students talk and talk. listening skills, and offer an opportunity for “interaction, reflection, and consolidation”.

The Watch Party is another innovation proposed by the report: it offers a way to unite students “from around the world” in a shared immersive experience that prefers learning activities such as “group discussion, chats based on messages or links to learning tasks “. ”. Researchers have found that “sight parties” can stimulate interaction more than face-to-face teaching, especially if the videos use “conversational language,” live questions, and “signage.”

Edtech can, if implemented with pedagogy, allow a shift towards ‘learner autonomy’, where students increasingly consider navigating their learning with the help of teachers to help them to develop efficient study habits and techniques that allow them to direct and regulate their own learning ”.

Hybrid models present an opportunity for education to diversify its offering, but this approach is based on students having the necessary hardware to follow them. Dual learning, devised by teachers and those in relevant industries, and microcredit can enable education to change to respond to rapid employment changes.

Educational influencers pose a challenge to education because they operate in an unregulated and proliferating market driven by the Internet. However, the report suggests that their ability to engage students with enjoyable, digestible teaching units provides a template for how teachers can reimagine their approach.

Read the full report.


Read more: UEL uses “TikTok-style” videos to address racial inequality



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