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1、INNOVATING PEDAGOGY 2021Open University Innovation Report 9Exploring new forms of teaching,learning and assessment,to guide educators and policy makersAgnes Kukulska-Hulme,Carina Bossu,Tim Coughlan,Rebecca Ferguson,Elizabeth FitzGerald,Mark Gaved,Christothea Herodotou,Bart Rienties,Julia Sargent,Eil
2、een Scanlon,Jinlan Tang,Qi Wang,Denise Whitelock,Shuai ZhangInstitute of Educational Technology,The Open UniversityWalton Hall,Milton Keynes,MK7 6AA,United KingdomArtificial Intelligence and Human Languages Lab/The Institute of Online Education,Beijing Foreign Studies UniversityNo.19 Xisanhuan Beilu
3、,Haidian District,Beijing,ChinaISBN 978-1-4730-3170-8Text and design The Open University 2021This report published 2021First Innovating Pedagogy report published 2012A full-text PDF version of this report is available to download from www.open.ac.uk/innovatingPermission is granted under a Creative C
4、ommons Attribution-NonCommercial 3.0 Unported Licence(CC BY-NC 3.0)to copy,redistribute,remix,transform and build upon this report freely,provided that attribution is made as illustrated in the citation below.You may make changes in any reasonable manner,as long as you indicate that you have done so
5、 and do not imply that the licensor endorses you or your use,and that you do not use the material for commercial purposes.To view a copy of this licence,visit creativecommons.org/licenses/by-nc/3.0/Edited and typeset by The Open UniversityCover photograph by khoamartin/123RFPicture credits:Grateful
6、acknowledgement is made to the following sources:Page 10 Photo by Bannon Morrissy on UnsplashPage 15 Screenshot from Second Life,Linden LabPage 16 Photos courtesy of Rebecca FergusonPage 17 Screenshot courtesy of The Open University.Reproduced with permission.Page 19 Image by John Hain from PixabayP
7、age 20 Photo by Karolina Grabowska from PixabayPage 31 Photo by Ben Wiens on UnsplashPage 32 Photo by Wallace Chuck from PexelsPage 36 Photo by airfocus on UnsplashPage 45 Photo by Yuri_Arcurs/iStock/Getty Images PlusPage 46 Image courtesy of Christothea HerodotouEvery effort has been made to contac
8、t copyright holders.If any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.Suggested citation:Kukulska-Hulme,A.,Bossu,C.,Coughlan,T.,Ferguson,R.,FitzGerald,E.,Gaved,M.,Herodotou,C.,Rienties,B.,Sargent,J.,Scanlon,E.,Tang,J.
9、,Wang,Q.,Whitelock,D.,Zhang,S.(2021).Innovating Pedagogy 2021:Open University Innovation Report 9.Milton Keynes:The Open University.ContentsExecutive summary 1Introduction 6Best learning moments 10Positive mental states for enjoyable and effective learning Enriched realities 14Extending learning wit
10、h augmented and virtual reality Gratitude as a pedagogy 19Reflecting on attitude to improve wellbeing and learning Using chatbots in learning 23Using educational dialogues to improve learning efficiency Equity-oriented pedagogy 27Finding fairer ways to improve learning for all Hip-hop based educatio
11、n 31Culturally relevant learning through hip-hop Student co-created teaching and learning 36Teachers and students creating materials and curricula Telecollaboration for language learning 40Using communication tools for collaborative language learning Evidence-based teaching 44Using evidence from res
12、earch to inform teaching Corpus-based pedagogy 48Using authentic language data to support language teaching and learning 1Executive summaryExecutive summaryThis series of reports explores new forms of teaching,learning and assessment for an interactive world to guide teachers and policy makers in pr
13、oductive innovation.This ninth report proposes ten innovations that are already in currency but have not yet had a widespread influence on education.To produce the report,a group of academics at the Institute of Educational Technology at The Open University,UK,collaborated with researchers from the
14、Artificial Intelligence and Human Languages Lab/Institute of Online Education at Beijing Foreign Studies University.A long list of new educational concepts,terms,theories and practices was proposed and then pared down to ten that have the potential to provoke major shifts in educational practice.Fin
15、ally,ten sketches of innovative pedagogies were compiled,based on a review of published studies and other sources,and they are summarised below.1 Best learning moments:The idea of best learning moments builds on the psychological concept of cognitive absorption,or flow,defined as deep involvement or
16、 immersion in an activity or task,often accompanied by feelings of enjoyment.People experience this mental state and these feelings when engaged in an activity that is appropriately challenging to their skill level,resulting in full concentration and focus.Best learning moments can result in deep le
17、arning and high levels of satisfaction,and they may also be particularly memorable.They may occur in situations involving hands-on activity and participation,and they fit in well with learner-centred approaches that take individual differences in learning into account.Teaching tips for creating memo
18、rable moments include talking about students interests,asking challenging questions and accepting that all students are different.Technology-enhanced learning environments can be designed to create opportunities for best learning moments for example,through use of mobile devices,games-based learning
19、 and immersive experiences,and through using data from learning analytics.New ways of capturing best learning moments can support reflection on learning and improving the design of learning technology.Best learning moments can also be opportunities for teachable moments,which are unplanned opportuni
20、ties that arise when a teacher senses that students are engaged and ready to absorb some insights,such as a general point from a shared experience.2 Enriched realities:It is increasingly common to enrich reality with the use of technology,and several types of reality can be blended.When learners can
21、not be in the same place at the same time,augmented reality(AR)and virtual reality(VR)can be used to make some exciting and memorable shared experiences possible.When an AR application is used,it overlays information on our surroundings or objects around us,while VR provides a three-dimensional envi
22、ronment with which learners can interact.Such enriched realities extend what is possible in education and training and provide dynamic,new experiences that engage learners immediately.They also open up opportunities that are not available in the classroom,such as exploring places that would be diffi
23、cult,dangerous or impossible to visit for a learner the surface of Mars or the inside of a volcano,for example.With AR and VR,students can interact and work together,manipulating virtual objects and moving around the setting together.These ways of engaging can support them in understanding concepts,
24、practising skills and performing various tasks or procedures.Enriched realities are now used in many contexts including clinical and medical settings,safety training and teacher 2Innovating Pedagogy 2021training.Small-scale use of enriched reality is within reach for learners with access to a suitab
25、le smartphone and a good internet connection.3 Gratitude as a pedagogy:Gratitude involves the acknowledgement of what people have or receive and the conscious action of wanting to give back in some ways.When applied in an academic context,gratitude can help students to improve studentteacher and stu
26、dentstudent relationships;it can help them to be more aware of their learning environment and increase understanding and focus on their studies.It can also improve mental health and wellbeing of both students and teachers for example,students improve their ability to remain resilient while facing di
27、fficulties in learning.One practical approach to implementing gratitude as a pedagogy involves asking teachers and students to examine their attitude before starting their teaching or learning and during learning activities.A more detailed reflection can bring awareness of any negative attitudes tow
28、ards certain topics or learning activities.These are then analysed and replaced by elements of gratitude.Students have reported being more engaged and less distracted,having great motivation for learning,and having increased confidence and a deeper understanding of concepts.Gratitude as a pedagogy h
29、as been increasingly included in the professional development of school teachers,used in early childhood education and explored in medical practice.4 Using chatbots in learning:Using a text-based or voice-based conversational interface to communicate with the user,chatbots can answer and ask questio
30、ns,guide learners and assist in problem solving.This means that,when a teacher is not available or cannot help,learners are still able to make some progress.Increasingly,chatbots use artificial intelligence techniques to understand human languages,voices,body language and behaviours,and to make sens
31、e of patterns in languages or behaviours.Chatbots bring new opportunities,such as immediate problem diagnosis and interventions.They can provide learners with support tailored to their needs for example,constructing an immersive learning environment,analysing requirements and initiating supportive c
32、onversation.Studies suggest that learners might express themselves more freely with chatbots as they are not interacting with humans who might judge them.Chatbots have brought opportunities when tackling the contradiction between large-scale and high-quality in learning.They enable greater personali
33、sation by collecting data from dialogues and learners behaviours to provide support that is specifically tailored to each learners requirements,which might also help reduce educators workloads.However,chatbots may not meet expectations if learners are not tolerant of their shortcomings,such as a lim
34、ited capacity to handle misunderstandings and breakdowns in a conversation.Ethical issues such as who owns and has access to conversations between chatbots and humans also need to be addressed.5 Equity-oriented pedagogy:Developing educational opportunities that are inclusive requires thinking not on
35、ly about equality in opportunities to access education but also about equity,whereby each student can achieve similar positive outcomes,regardless of their background and characteristics such as gender,disability or ethnicity.Finding fairer ways to improve learning for all requires consideration of
36、barriers at many levels,from personal to cultural and societal.Strategies in equity-oriented pedagogy include listening to students and adapting teaching,recognising uneven impacts of use of educational technology,awareness of how assessment practices can be unfair and drawing on pedagogical framewo
37、rks such as Universal Design for Learning(UDL).UDL seeks to 3Executive summaryaccommodate individual learning differences and provides principles of curriculum design that focus on offering students multiple means of engagement,representation(e.g.alternative formats)and expression or action.New tech
38、nology and increased online and hybrid learning provide opportunities for increasing personalisation and co-creation of learning,although possible inequitable effects of technology must be considered.Where the focus is on developing individualised support for learners,this should not reduce the soci
39、al benefits of learning together or unintentionally create new barriers.By putting a focus on fairness,rather than on whether access is possible,equity-oriented pedagogies can offer a more holistic approach when considering inclusion.6 Hip-hop based education:Hip-hop based education focuses on the u
40、se of hip-hop as a musical genre,culture and art movement,both inside and outside a traditional school setting.It uses elements such as rap music texts,videos,graffiti and breakdancing in curricula and in teaching and learning to provide a culturally appropriate approach that can empower marginalise
41、d groups of learners.Educators,scholars and students involved in hip-hop education challenge traditional educational systems and structures and attach particular value to the power of youth voice,culture and agency.Hip-hop based education requires critical reflection to ensure that both teachers and
42、 students maintain an authentic learning experience and a critical perspective.As well as incorporating elements of hip-hop into teaching and learning,it is important that teachers involve students in critically examining negative aspects of hip-hop that may reinforce or encourage sexism or violence
43、.Hip-hop based education has been shown to bring benefits that include greater student engagement,motivation and social and emotional learning;increased literacy development and critical thinking;and improvement in teacher and student relationships.It is studied within disciplines such as English,so
44、ciology,linguistics,dance,anthropology and music.It has practical applications from early years learning through to higher education levels of study.7 Student co-created teaching and learning:The co-creation of teaching and learning materials by teachers and students can lead to greater empowerment
45、of students and better relationships.Students can share responsibility with teachers for designing materials and activities as well as assessments.They can co-create new content and experiences or amend existing ones.The approach resembles communities of practice,whereby a group of people come toget
46、her,linked by a common interest,and meet regularly in order to find ways of improving their practice.As students participate in the co-creation activities,they negotiate with others and form and evolve their identities.Examples of co-creation range from small group activities,often relating to speci
47、fic courses,to larger-scale involvements such as surveys,interviews,consultations,testing of materials,workshops and critical reading of course content.Barriers to uptake of this approach include the need for students to have specific skills or expertise,and a concern that their involvement may chan
48、ge the direction of content creation from what was originally planned.There may also be frustration when the process does not work smoothly,and there is a risk that co-creation may not involve all students,thereby contributing to feelings of exclusion.When co-creation works well,students often repor
49、t positive feelings of enthusiasm and involvement and they can acquire new skills.Co-created materials may also save them having to buy expensive textbooks.4Innovating Pedagogy 20218 Telecollaboration for language learning:Learning a second language can bring many advantages,such as an increased lik
50、elihood of attaining further education,work and professional collaboration.The availability of free-to-use online communication tools has created new opportunities for authentic contexts for language learning and cultural learning,in the form of telecollaboration projects that connect learners in di
51、fferent locations.Telecollaboration enables a student to tutor another in their first language,while also learning their collaboration partners language as part of the same exchange.Such projects may be formally supported within an educational institution or informal.Telecollaboration has been found
52、 to improve learners communication skills,expand their vocabulary and grammar knowledge,and help them to appreciate other cultures and to use their second language accurately and appropriately.Records of telecollaboration may be useful for follow-up tuition or task improvement.The quality of the lea
53、rning opportunities in telecollaboration is dependent on learners commitment and motivation,and learners and teachers may need to be trained in telecollaboration principles and strategies.Some learners have reported cross-cultural tensions when working on language tasks.Overall,telecollaboration can
54、 contribute to building a student-centred learning environment characterised by peer teaching,autonomous learning and tailored learning based on learners personal interests and needs.9 Evidence-based teaching:Evidence-based teaching is about using research evidence to inform decisions about the best
55、 pedagogical approach to apply in a given domain.These decisions may relate to which teaching strategy to adopt to be able to teach a specific topic,capturing the progress students make over time,or assessing the effectiveness of ones teaching.The idea originates from medicine,where practitioners of
56、ten make use of evidence from research and experimental studies which they combine with information about their patients to make decisions about managing their health.Evidence-based teaching examines evidence from research to determine whether there are proven benefits from a given pedagogical appro
57、ach,or the conditions under which an approach will work.For example,robust evidence now exists that supports the provision of good-quality feedback,the development of skills that can help students understand how they learn,and giving homework to students.Several national and university-based centres
58、 design and implement studies that examine in a systematic manner which pedagogical techniques are beneficial,how different approaches to teaching are perceived by students and what their impact may be on what is learnt.Evidence-based teaching can support teachers in identifying and applying best te
59、aching practices,debunking harmful myths about teaching and improving current teaching and learning.A good strategy is for researchers to work closely with teachers to reflect on their needs,design studies and produce evidence together.10 Corpus-based pedagogy:A large collection of texts or other sa
60、mples of naturally occurring language for example,a collection of newspaper articles across several decades or a collection of informal conversations is known as a corpus.Language teachers,students and developers of teaching materials may access a corpus to obtain authentic linguistic data and devis
61、e corpus-based tasks for teaching and learning.Corpus-based pedagogy has received attention in recent years as a result of advances in computing science that facilitate extraction of information from a corpus for example,to find out how certain words are used.Learners can access online corpora with
62、or without the help of their teachers,and they can 5Executive summaryanalyse their own use of language by comparing their linguistic choices with the patterns and structures retrieved from a corpus.The retrieval and analysis of language use in context thus provides learners with a research-based und
63、erstanding of language forms and functions.The corpus-based approach can be applied in many areas including learning languages for specific purposes,teaching text analysis,support for writing in a particular genre,and scrutiny of existing textbooks to discover their features and to suggest improveme
64、nts.It can also enable comparisons between word usage or concepts in different languages to help develop cultural awareness.Researchers maintain that there is a need for more corpora that are accessible,diverse and adaptable for language instruction.IntroductionThis is the ninth in a series of annua
65、l reports on innovations in teaching,learning and assessment.The Innovating Pedagogy reports are intended for teachers,policy makers,academics,researchers,educational technology developers and anyone interested in how education may change in the years ahead.This 2021 report is the result of collabor
66、ation between researchers from the Institute of Educational Technology at The Open University(UK)and the Artificial Intelligence and Human Languages Lab/Institute of Online Education at Beijing Foreign Studies University.The report introduces ten innovative pedagogies that either already influence e
67、ducational practice or offer opportunities for the future.By innovative pedagogies,we mean novel or changing theories and practices of teaching,learning and assessment for the contemporary world,often enabled or supported by technology.As in previous years,the process of writing this report has invo
68、lved sharing ideas;discussing innovations;reading research papers,reports and blogs;and commenting on each others draft contributions.We worked together by first listing new educational concepts,terms,theories and practices,then reducing these to those that have the potential to bring about major sh
69、ifts in educational practice.This report series has been published annually since 2012,so the selection of the top ten pedagogies for the report is also guided by the fact that we do not want to repeat pedagogies we have presented previously,even if they are only now starting to be recognised more w
70、idely as emerging trends.The pace of innovation and the ability to adopt new practices differs around the world,and of course not every suggested pedagogy is suitable for every setting.Yet increasingly,innovative pedagogies display a shared propensity to promote connection and collaboration(includin
71、g between students and teachers),taking learning beyond classroom walls into a virtual space and enabling participants to reach out to others who may be on the other side of the world.Several pedagogies also display a trend towards foregrounding positive attitudes that can help people to navigate an
72、 uncertain environment.Challenges in emergenciesWork on this report began in May 2020,at a time of great upheaval and disturbance to normal ways of conducting education,brought about by the Covid-19 pandemic.The pedagogical innovations described in our report are not a direct response to the challen
73、ges that so many educators have faced because of this extraordinary situation,but they are certainly relevant to those challenges.The pedagogies we settled on seem to reflect some important sensibilities and concerns that were being highlighted in discussions among educators and policy makers during
74、 2020.Restrictions on human contact had put the spotlight on personal wellbeing and its impacts on peoples ability to teach and study.Efforts were redoubled to understand teachers and students personal circumstances and needs.What was learnt highlighted issues of social justice and equity,such as un
75、even access to teaching materials and suitable spaces,support and technology.Just as knowledge-generating communities within science,medicine,healthcare and other disciplines were called upon to provide reliable evidence to inform important decisions relating to managing the pandemic,similar request
76、s were made to various communities in the field of education.Those with a great deal of experience in technology-enhanced and distance learning have been able to point to successful approaches,implementations and designs supported by evidence from research and practice.In response to a growing deman
77、d for information on teaching at a distance,the Institute of Educational Technology had already shared online a subset of our 6Innovating Pedagogy 2021innovative pedagogy descriptions from previous years,in the form of help sheets for people who are trying out distance and online education for the f
78、irst time,or who have already taught at a distance and want to try something new1.Many institutes,organisations and governments around the world have provided other resources for distance education and emergency remote teaching2,3,4.Wellbeing at the heart of educationSeveral of the pedagogies outlin
79、ed in this report promote awareness of the role of attitudes and emotions in teaching and learning.Educators want their students to pay attention in class but,ideally,they want more:students should have the right attitude,and they should be fully engaged and deeply absorbed in their learning experie
80、nce,since that will lead to higher levels of achievement and satisfaction.Gratitude as a pedagogy suggests reflecting on attitude in order to bring about improvements in wellbeing,relationships and learning.Practising gratitude has been shown to lead to an increase in students ability to focus in cl
81、ass and to remain resilient when facing difficulties,while teachers have been better able to deal with stress.The approach seems highly relevant in times of adversity and the positive feelings it generates may go some way towards counteracting the emotional anxiety and cognitive stress brought on by
82、 uncertainty and insecurity at the present time.Research suggests that people learn best when they are in a mental state that makes their learning easier or more enjoyable.Best learning moments use heightened attention and engagement signalling positive mental states that can lead to enjoyable and e
83、ffective learning.Although the concept of cognitive absorption(a state of deep or total involvement)has been explored in the past in relation to many human activities including learning,the best learning moments approach uses this concept as a way to promote noticing such occurrences as opportunitie
84、s to intensify and sustain learning,or to capture learning incidents and reflect on them later.Best learning moments may occur though by no means exclusively when learners are using some technology-enhanced learning applications that have been designed for an excellent learner experience.These might
85、 be applications or environments that extend learning with augmented and virtual reality.Enriched realities provide experiences that engage learners immediately.Learning environments using enriched realities offer remote participation and exploration,trips back in time or into the future,virtual reh
86、earsals and clinical simulations.Such experiences can build confidence and lower the risk involved in a difficult procedure or activity,which might also reduce anxiety.Social justice and student participationIt is perhaps no coincidence that several pedagogies in this report are concerned with provi
87、ding fair chances and enabling greater student participation.In open-and distance-learning contexts,these have long been cherished aims and have led to innovations such as openly available online courses taken by very large numbers of people who would otherwise miss out on learning opportunities.Equ
88、ity-oriented pedagogy has a focus on inclusivity,going beyond opening up access to education and asking how every student in a class(or cohort or programme,etc.)can achieve similar positive outcomes,regardless of their background and characteristics such as gender,disability or ethnicity.A pedagogic
89、al orientation towards equity requires teachers to really listen to students,challenging them to address inequalities that may be created by some examinations and assessments as well as by uneven access to,and ability to use,technology.One way to work towards fairness is through student co-created t
90、eaching and learning,which can lead to greater empowerment of students and better relationships among students and between students and teachers.Co-creation can be direct,through joint activities such as production of learning materials and design of assessments,or indirect,by way of opinions,sugges
91、tions and 7Introductionfeedback offered through multiple means including surveys,testing of new course materials and critical reading of course content.Consideration should be given to whether students have the necessary skills and competencies needed for full participation,and how these may be deve
92、loped.It may be appropriate to work on developing a culture of participation,so that it becomes a natural and expected part of being a student.As part of this process,there would be opportunities to discuss benefits and drawbacks,how to handle conflicts,and ways in which everyone can be included.Whe
93、re students are already immersed in a distinctive culture outside class,elements of their experiences and traditions can be brought into class and incorporated into course materials and curricula.As an example,hip-hop based education connects with hip-hop as a musical genre,culture and art movement,
94、using elements such as rap music texts,performances,videos,art and dancing.Apart from improvements in teacher and student relationships,the benefits of a hip-hop based education include greater student motivation,engagement,social and emotional learning,literacy development and critical thinking.Exp
95、anding connections and collaborationsThe idea of building relationships and expanding opportunities for interaction and cultural learning comes into play in other pedagogies,notably telecollaboration for language learning.By connecting learners through free-to-use online communication tools and envi
96、ronments,collaboration at a distance gives learners opportunities to practise using a foreign language and to expand their understanding of other cultures,while also taking on the role of an informal teacher of their first language(or another language in which they are proficient).By working on join
97、t projects,pairs or groups of learners can proceed at their preferred pace and in good alignment with their common areas of interest and need.Just as in other,possibly unfamiliar collaborative activities such as the content co-creation mentioned earlier,students are likely to need some targeted deve
98、lopment in terms of their collaboration or creation skills and some strategies needed for handling tensions between participants or conflict resolution.Making such skills and strategies explicit to learners may also be a new challenge for some teachers and for those who are designing skills courses
99、for students.Such skills developed in the safe environment of a telecollaboration project could also be valuable for wider application in other contexts,such as interactions on social media platforms that may be used for language practice,peer support or other purposes.Another growing area of opport
100、unity is using chatbots in learning.These tools,based on artificial intelligence(AI),could enable language practice via simple activities like asking and answering questions,through to more advanced conversation designs,such as enabling a learner to participate in a story by responding to choices of
101、fered by the chatbot.Chatbots are currently mainly designed for individual interactions,but in future they could support more collaborative dialogues.For example,the Wysa chatbot5,which offers anytime chats with an artificial agent to alleviate loneliness,stress or anxiety,also offers to bring a(rea
102、l)therapist into the conversation at the users request.By analogy,when a teacher is not available,learners can talk with a suitably designed chatbot and are thus enabled to resolve some queries or make some progress with their learning,and could call on the teacher or another helper when they are av
103、ailable or when the need arises.Chatbots are still imperfect and may not meet learners expectations if there are misunderstandings and breakdowns in a conversation,but they are increasingly used in commercial contexts and healthcare,and the repertoire of their application areas is rapidly growing.8I
104、nnovating Pedagogy 2021Evidence-based and data-based practiceChoices are often made based on established practices.One basis for pedagogical and technological decisions is using what is already known to work,even if it does not necessarily work exceedingly well.When there is a need or opportunity to
105、 change or adopt something new,we may look for evidence that will support our choices.Evidence from research studies is not always easy to find,the findings can be hard to interpret,and the whole process can be time-consuming,yet compared with past generations,many teachers have greater access to ev
106、idence from research,which suggests that they could engage more with evidence-based teaching.While it may not be possible to source reliable evidence for every aspect of pedagogy,it now exists for such aspects as good-quality feedback,the development of skills that can help students understand how t
107、hey learn,and conditions that make homework practices more effective.This report recommends that researchers work more closely with teachers to reflect on their needs for research,design studies together and produce evidence in whatever forms would be useful for practice.The evidence-based approach
108、is also visible in pedagogies that make use of large collections of data sets and corpora(collections of texts or recordings).In corpus-based pedagogy for language learning and linguistic investigations,the retrieval and analysis of language use in context for example,in a corpus of recorded convers
109、ations provides learners with a research-based understanding of language forms and functions.Learning tasks can be designed to help learners explore word forms,uses and combinations,supported by increasingly intelligent tools that can provide different views of the corpus data.Language learners,as w
110、ell as international students in a variety of disciplines,can develop their autonomy by analysing their own use of language and comparing their linguistic choices with the patterns and structures found in a corpus.Exponential growth in collections of research studies,and slower but steady growth in
111、large collections of texts and recordings,create opportunities for teaching and learning,but they also call for new skills,analysis tools and adaptations in pedagogical practices.References1.A set of ten help sheets from the Institute of Educational Technology at The Open University:Ferguson,R.(2020
112、).Teaching at a Distance:Methods that Work.Blog post with ten downloadable help sheets,8 January 2020.Available at:http:/www.open.ac.uk/blogs/innovating/(Accessed:27/11/20).2.A list of educational applications,platforms and resources aiming to help parents,teachers,schools and school administrators
113、facilitate student learning and provide social care and interaction during periods of school closure:UNESCO(2020).Distance learning solutions.Available at:https:/en.unesco.org/covid19/educationresponse/solutions(Accessed:27/11/20).3.A list of resources from the Commonwealth of Learning for policy ma
114、kers,school and college administrators,teachers,parents and learners to assist with student learning during the closure of educational institutions:Commonwealth of Learning(2020).Keeping the doors of learning open:Covid-19.Available at:https:/www.col.org/resources/keeping-doors-learning-open-covid-1
115、9(Accessed:27/11/20).4.An article on how distance learning differs from teaching online in a crisis:Hodges,C.,Moore,S.,Lockee,B.,Trust,T.,&Bond,A.(2020).The Difference Between Emergency Remote Teaching and Online Learning.March 27,2020.Available at:https:/er.educause.edu/articles/2020/3/the-differen
116、ce-between-emergency-remote-teaching-and-online-learning(Accessed:27/11/20).5.A therapist chatbot(Sometimes you need to talk things through,but everyone seems to have an opinion or analysis of your situation.All you need is someone who will listen and ask the right questions to help you figure thing
117、s out.Thats Wysa):Available at:https:/www.wysa.io/(Accessed:27/11/20);https:/www.mindline.sg/(Accessed:27/11/20).9Introduction10Innovating Pedagogy 2021Best learning moments Positive mental states for enjoyable and effective learningPotential impact:MediumIntroductionOur ability to learn is connecte
118、d to our state of mind.We may feel alert and ready to take on a new activity,or we may be feeling distracted or anxious and be unwilling to engage.Research suggests that people learn best when they are in a mental state that makes their learning easier or more enjoyable.Examples of positive mental s
119、tates in the context of learning are the feelings of curiosity,interest,engagement,happiness,optimism,confidence and calmness.A person experiencing a best learning moment might have higher-than-average feelings of interest in a task and will be able to respond with appropriate skills to a challenge
120、presented by the task1.These moments can result in deep learning and high levels of satisfaction.Best learning moments,also referred to as optimal learning moments,are an emerging topic of current importance for several reasons.One reason is that there are reports of heightened attention and engagem
121、ent when using some technology-enhanced learning applications,and these states of mind can contribute to more effective learning.Best learning moments may also be particularly memorable,since strong emotions contribute to the formation of long-term memories.Therefore,long-term retention in memory ma
122、y be enhanced.Another reason is that there are new ways of capturing or recording best learning moments and using them for reflecting on learning or improving the design of learning technology.Finally,best learning moments align well with learner-centred approaches that take into account individual
123、differences in learning.BackgroundThe idea of best learning moments builds on the psychological concept of cognitive absorption2 or flow3,which is defined as deep involvement or immersion in an activity or task,often accompanied by feelings of enjoyment.A Music Paint Machine that enables musicians t
124、o paint a picture by playing their instrument has been shown to have the potential to turn the experience of playing music,moving and drawing into an optimal flow experience4 where the individual may feel as if they are transported into a new reality.These are mental states and feelings that people
125、experience when engaged in an activity that is appropriately challenging to their skill level,resulting in full concentration and focus.Interest,challenge and skill:learning words while absorbed in a crossword puzzle.mental states and feelings that people experience when engaged in an activity that
126、is appropriately challenging11Best learning moments In leisure time,feelings such as boredom or curiosity can lead individuals to look for an enjoyable challenge and develop their skills to be able to meet that challenge.Activities that people choose to do in their leisure time,such as painting,comp
127、osing music,doing a crossword or taking part in sports and rituals,may create good conditions for best learning moments.The process of recognising a challenge and applying or developing necessary skills leads to discovery and growth.The person may be so absorbed in what they are doing or experiencin
128、g that they lose all sense of time.Such a state of cognitive absorption may last a long time,although not necessarily.Best learning moments may occur in situations involving hands-on activity and participation,such as when trainee medical staff are with patients rather than at their workstations5.Al
129、though listening,watching and reading also commonly result in a state of absorption and positive feelings,without the elements of appropriate skill and challenge they might not result in learning.Researchers investigating learning in science subjects(biology,chemistry and physics)at secondary-school
130、 level have expressed the hope that optimal learning moments might motivate individuals to seek similar types of experiences in the future1 and will encourage more students to study science subjects.Best learning moments could also be opportunities for teachable moments.A teachable moment is an unpl
131、anned opportunity that arises when a teacher senses that students are engaged and ready to absorb some insights.For example,the teacher may be able to make a general point from a shared experience.The teachable moment is a fleeting opportunity that is sensed and seized by the teacher.Teaching tips f
132、or creating personally memorable moments for students include talking about students interests,asking challenging questions and accepting that all students are different.Other related concepts include breakthroughs and critical events in learning.These are moments when understanding of a difficult c
133、oncept is suddenly achieved thanks to a change in teaching method,such as when a computer simulation is used.Best learning moments in technology-enhanced learningLearning activities and technology platforms can be designed to create opportunities for best learning moments.This approach puts the lear
134、ner at the centre of the learning process and focuses on the learning experience and its possible technological enhancement.It acknowledges the value of a persons enjoyment or satisfaction in their interactions with technology.Designing the best possible user experience with computer systems and app
135、lications includes considering the users satisfaction(whether they will be satisfied with the system in their context of use)alongside other aspects such as ease of use,efficiency and effectiveness.Designing the best possible learner experience for technology-enhanced learning(TEL)involves considera
136、tion of additional aspects,including the quality of the educational content and methods of evaluating learning.Many educators and TEL researchers believe that learners using a TEL system should find the experience engaging and relevant.Designing TEL systems that can promote or encourage best learnin
137、g moments is still a relatively new field,but there are several promising ways forward:Learning with mobile devices(mobile learning)offers good conditions for best learning moments because it highlights participation,personal contexts and sensory experiences7.A related idea within mobile learning is
138、 that of an opportune moment,when students have short bursts of time that they can use for learning in the course of their day.In this case,a mobile learning system might send a prompt or notification to a learner to alert them to a small amount of learning they can undertake,such as memorising voca
139、bulary6.The learner then chooses whether or not to engage,which might depend on whether or not they feel it is the right moment.12Innovating Pedagogy 2021 To engage learners,popular games-based TEL environments use multiple design elements,such as avatars and storylines,challenges,rewards and learni
140、ng tools such as journals8.Successful game types include role-playing and fantasy games.Engagement in games is dependent on the design of the game but also on the players attributes,which include their characteristics,personalities and motivations to play.Immersive experiences in virtual environment
141、s or when using social media are associated with freedom to explore,stimulation of the senses,adventure and novelty.These experiences can induce feelings of excitement,engagement and absorption.Individuals personality traits play a role,with some being more eager than others to expose themselves to
142、new situations and stimuli.Learning analytics data from online learning environments and other sources such as student surveys could help teachers,students,researchers and learning designers discover more about conditions supporting best learning moments.Capturing best learning momentsHow can we kno
143、w when best learning moments have occurred?Currently most of the evidence comes from students and researchers.Students describing times when they experienced enjoyment,feeling happy,successful,confident or enlightened while learning,may be describing some of their best learning moments.Researchers h
144、ave suggested that we need to focus on when an individual is experiencing higher-than-average feelings of interest,skill and challenge during a specific task and in relation to feelings such as happiness,enjoyment,confidence and a lack of boredom or confusion1.Since any challenge may be perceived di
145、fferently among students some may welcome it,some may find it causes anxiety or stress it seems there is a need for more research to understand the idea of best learning moments from students,teachers and researchers points of view.Best learning moments can be difficult to capture,although use of a
146、mobile-phone app(for example,one designed specifically for experience sampling)is one way to enable students to record an experience very soon after it occurred.Using such a mobile-phone app can also enable students to spend a designated period of time reflecting continuously on their best learning
147、moments,sharing their findings with others and discovering what works best for their peers.Best learning moments are perhaps also those that are worth remembering,or those that tend to be captured in our memories.Strong and lasting memories of what was learnt tend to be associated with experiential
148、or active learning,with events or people that students consider to be significant and with emotions they experienced at the time.ConclusionThe idea of best learning moments provides a helpful focus for identifying what different people consider to be best in a learning scenario.It encompasses severa
149、l related ideas that have been around in education for a while.The best-learning-moments approach can be applied in teaching and learning in a casual way by simply asking students what they consider to be their best learning moments and drawing conclusions from their responses for the design of lear
150、ning experiences for those individuals or groups.It can also be done in a more systematic way by capturing evidence of such moments and analysing their components to develop models of best learning moments for individuals or groups,for different disciplines and purposes.Best learning moments may emp
151、ower students through personal and emotional development,reinforcing positive experiences and a recognition that learning can be enjoyable as well as effective.13Best learning moments References1.A study that explored how often students were engaged in their science classes and their affective state
152、s,using an innovative methodology that recorded their experiences where they occurred:Schneider,B.,Krajcik,J.,Lavonen,J.,Salmela-Aro,K.,Broda,M.,Spicer,J.,Bruner,J.,Moeller,J.,Linnansaari,J.,Juuti,K.,&Viljaranta,J.(2016).Investigating optimal learning moments in U.S.and Finnish science classes.Journ
153、al of Research in Science Teaching,53:pp.400421.2.An article exploring the concept of cognitive absorption,defined as a state of deep involvement with software:Agarwal,R.,&Karahanna,E.(2000).Time flies when youre having fun:Cognitive absorption and beliefs about information technology usage.MIS quar
154、terly,pp.665694.Available at:https:/pdfs.semanticscholar.org/cddc/febd1d9ff8e6d29b0f5b34c61f87040cc606.pdf(Accessed:21/11/20).3.An updated edition of a book by Mihaly Csikszentmihalyi about the state of flow:Csikszentmihalyi,M.(2002).Flow:The classic work on how to achieve happiness.Rider,London(upd
155、ated edition).4.A journal article describing an interactive music system and experience in which the musician creates a digital painting by playing an instrument and by moving on a pressure mat:Nijs,L.,Moens,B.,Lesaffre,M.,&Leman,M.(2012).The Music Paint Machine:stimulating self-monitoring through t
156、he generation of creative visual output using a technology-enhanced learning tool.Journal of New Music Research,41(1),pp.79101.Available at:https:/ journal article describing a web-based educational tool called Learning Moment and its use in an emergency department:Sheng,A.Y.,Sullivan,R.,Kleber,K.,M
157、itchell,P.M.,Liu,J.H.,McGreevy,J.,McCabe,K.,Atema,A.&Schneider,J.I.(2018,January).Fantastic Learning Moments and Where to Find Them.West Journal of Emergency Medicine.2018 Jan;19(1):pp.5965.Available at:https:/www.ncbi.nlm.nih.gov/pmc/articles/PMC5785202/(Accessed:12/11/20).6.Results from a study us
158、ing a mobile app to prompt short foreign-language vocabulary learning sessions throughout the day:Dingler,T.,Weber,D.,Pielot,M.,Cooper,J.,Chang,C.-C.,&Henze,N.(2017,September).Language learning on-the-go:Opportune moments and design of mobile microlearning sessions.Proceedings of the 19th internatio
159、nal conference on human-computer interaction with mobile devices and services,pp.112.Available at:https:/ research article reporting on the use of an instrument for evaluating mobile learning environments,with an emphasis on usability and user experience:Harpur,P.,&De Villiers,M.R.(2015).MUUX-E,a fr
160、amework of criteria for evaluating the usability,user experience and educational features of m-learning environments.South African Computer Journal,56(1),pp.121.8.An academic article presenting game design features that promote engagement and learning:Jabbar,A.I.,&Felicia,P.(2015).Gameplay engagemen
161、t and learning in game-based learning:A systematic review.Review of Educational Research,85(4),pp.740779.Resources Elements of best learning moments explained by Professor Katariina Salmela-Aro from the University of Helsinki:http:/fellows.rfiea.fr/node/237(Accessed:12/11/20).Professor Stephen Heppe
162、lls top ten characteristics of best learning experiences:http:/ Chris Drews post on his website,giving examples of teachable moments:https:/ teachers account of a breakthrough moment with a challenging student:https:/www.edweek.org/tm/articles/2013/06/11/tln_cerevic.html(Accessed:12/11/20).A Science
163、Direct automatically generated page on the topic of teachable moments:https:/ Pedagogy 2021Enriched realitiesExtending learning with augmented and virtual realityPotential impact:MediumIntroductionSetting up an experiment in the lab,exploring on a field trip,building a model together:these are excit
164、ing and memorable educational experiences for learners in the same place at the same time,but they pose a challenge during the Covid-19 global pandemic.Augmented reality and virtual reality make these shared experiences possible.They also open up opportunities that are not available in the classroom
165、,such as experimenting with moon rock,exploring the depths of the ocean or working together to build a village.It is increasingly normal to enrich day-to-day reality with the use of technology.Lenses in telescopes,microscopes and spectacles enable us to see things more clearly or to see the world in
166、 new ways.Portable music systems add a soundtrack to our lives.Scanning a QR(quick response)code with our smartphone links us to information about an object or a location.Millions of people around the world have been playing augmented reality games such as Pokmon Go for years.Many of todays college
167、students have explored virtual worlds such as Minecraft and Club Penguin since they were small.These days,several types of reality are blended.Day-to-day reality or physical reality is our normal experience.Augmented reality(AR)can be viewed through a device such as a smartphone.When we use an AR ap
168、plication on the device,it overlays information on our surroundings or objects around us.That information might appear as text,video,audio or graphics(for example,mythical creatures).Virtual reality(VR)is computer generated and typically experienced via a headset;it provides a three-dimensional envi
169、ronment we can interact with for example,a place where we can move through a landscape,lift objects and chat with friends.Augmented reality and virtual reality are not entirely new educators were already using them in the last century.What is new is their increasing use in daily life,the falling pri
170、ces of associated technology and the worldwide demand for interactive but as demonstrated during the Covid-19 pandemic,for instance socially distanced educational experiences.Together,these factors make it important to review what we already know about enriched realities,to consider how they can be
171、used to support learning without massive investment in technology and training,and to look forward to possibilities that are currently being trialled.What enriched reality can offerEnriched reality extends what is possible in education and training,and it provides exciting new experiences that engag
172、e learners immediately,including:remote participation field trips provide opportunities to broaden understanding and develop new skills.VR widens the possibilities,enabling exploration of places that would be difficult,dangerous or impossible to visit for a learner,such as the surface of Mars or the
173、 inside of a volcano time machine trips through time are possible;students can walk with dinosaurs,engage with historic events or watch landscapes change over the centuries simultaneous engagement with physical world augmented reality allows learners to interact with the world around them and with A
174、R elements at the same time remote presence people who cannot be together in the physical world can interact and work together in a VR environment,manipulating virtual objects and moving around the setting together.15Enriched realitiesIn a virtual world,students can develop their understanding of st
175、ructures such as aqueducts by working to recreate them.These ways of engaging can support learners in understanding concepts,practising skills and performing tasks or procedures:focused immersion educators can shape or modify a scenario,drawing attention to the aspects that are important or strippin
176、g away elements for example,showing a human body and then the underlying skeleton or muscles dive deeper for a more nuanced understanding of content learners have time to explore elements of an experience in detail and can re-run each one many times virtual rehearsal in virtual reality,the same situ
177、ation can be encountered multiple times so students can trial different approaches,perfecting an emergency response technique,practising a difficult procedure or coordinating teamwork just-in-time support in an augmented or virtual environment,students can pull up information that is immediately rel
178、evant to what they are trying to do for instance,a set of instructions on how to perform an unfamiliar procedure.Making use of enriched realityAll over the world,enriched reality is being used to support learning.The following cases introduce some of the possibilities.Clinical simulations enhanced w
179、ith mobile mixed reality:Researchers in Auckland,New Zealand,gave student paramedics a 360 overview of a critical-care scenario using a VR headset and handheld controllers1.The sights and sounds of the video helped to immerse them in the scenario.Students were provided with information and updates b
180、y radio and text,as in an emergency situation.They evaluated the scene in an authentic way before moving into a simulation suite to collect patient information and treat a realistic mannequin.Medical training:Enriched reality makes it possible to look inside the human body without making an incision
181、.This is useful for medical training in equipment,techniques and procedures2.Virtual reality can also be used to simulate patient interactions.Practising procedures in simulated environments is a low-risk way of developing skills.For example,students at the Beijing University of Chinese Medicine lea
182、rn acupuncture with VR technology3.16Innovating Pedagogy 2021Roman history:The Roman baths in the city of Bath,UK,enhance understanding of the historic site with enriched reality.Animated projections and soundtracks populate the site with ancient Roman visitors who move around the space,interact,bat
183、he and chat.The fragmentary remains of the magnificent temple pediment are regularly enriched with projections that add missing sections and colours4.Signing avatars:Learning sign language from videos and pictures is challenging,because two-dimensional representations cannot capture all aspects of c
184、ommunication.The SAIL project at Gallaudet University in Washington,DC,has developed a 3D learning environment.Signing avatars were created by using motion-capture recordings of deaf signers.Learners encounter these avatars in a VR environment accessed via head-mounted goggles.In this environment,th
185、eir movements are captured via a gesture-tracking system.A teaching avatar guides learners through a lesson in which they observe and produce signs5.Safety training for construction workers:The most memorable form of safety training is experiencing or witnessing an accident.In the USA,the Center for
186、 Innovative Research in Cyberlearning(CIRCL)is developing VR training that makes this approach possible without harming students.The virtual experience is enhanced by haptic technology that recreates feelings of touch and motion.Learners will be able to explore a hazardous virtual environment.If the
187、y dont avoid all the dangers,they will receive audio,visual and feel feedback that simulates what would happen if they made the same mistake at work6.Teacher training:Kent State University in Ohio has been using 360 cameras to produce immersive videos of classrooms.These are used by teachers in trai
188、ning to create a shared experience that supports rich conversations about what is going on at different points in the room and in the lesson.The technology also makes it possible to compare and discuss the different aspects that trainees and experts focus on during the lesson7.A projection in Bath f
189、ills in missing elements of a ruined temple pediment.A second projection adds detail and colour to the original ruined temple pediment.17Enriched realitiesVirtual field trips:Virtual Skiddaw recreates the sights and sounds of a mountain in the north of England.In this environment,science students at
190、 The Open University explore six sites.They browse map overlays,fly over the whole area or walk to visit sites for detailed observations of the geology.Students can view rocks at all scales,from a field sketch down to a slide under a microscope.Learning activities can include sketching rocks,describ
191、ing hand specimens of rocks,contrasting texture and mineralogy of rock types and describing structural features8.ConclusionsA decade ago,universities and colleges around the world tried out virtual worlds.They often began by replicating their own setting or campus,which resulted in a diminished rath
192、er than an enriched reality.Instead of reproducing the constraints of the physical world,enriched reality is at its best when it is used to create experiences that would not otherwise be possible.Small-scale use of enriched reality is within reach for learners with access to a suitable smartphone an
193、d a good internet connection.VR headsets are coming down in price but are generally still not cheap,particularly if many are needed so that many students can use them at the same time without some risk to health through sharing.They also need to be stored safely,charged and updated occasionally.This
194、 means it is important to have clear reasons for investing in them so that they remain useful tools when the excitement of using new technology has worn off.enriched reality is at its best when it is used to create experiences that would not otherwise be possibleVirtual Skiddaw.The student must choo
195、se where to go to complete a set of tasks designed to develop their skills as a geologist.18Innovating Pedagogy 2021References 1.Academic article exploring the use of mobile mixed reality in medical education:Cochrane,T.,Aiello,S.,Cook,S.,Aguayo,C.,&Wilkinson,N.(2020).MESH360:A framework for designi
196、ng MMR-enhanced clinical simulations.Research in Learning Technology,28.Available at:https:/journal.alt.ac.uk/index.php/rlt/article/view/2357/2632(Accessed:12/11/20).2.A video summary by the Cleveland Clinic of how virtual and mixed realities are being used in medical education:https:/ from the Sout
197、h China Morning Post on using VR to study acupuncture:https:/ opportunity to explore an ancient Roman site in the UK via a 3D model:https:/www.romanbaths.co.uk/3d-model-roman-baths-and-pump-room(Accessed:12/11/20).5.Video and short description of the signing avatars and immersive learning(SAIL proje
198、ct)run by Gallaudet University:https:/ of a research project designed to improve safety hazard recognition,assessment and decision making among construction professionals:https:/circlcenter.org/collaborative-research-immersive-virtual-reality-with-haptic-feedback-to-improve-safety-hazard-recognition
199、-assessment-and-decision-making-among-construction-professionals/(Accessed:12/11/20).7.Video and short description of how Kent State University is training teachers using 360 video:https:/ of a virtual field trip in the Lake District(Virtual Skiddaw):https:/learn5.open.ac.uk/course/format/sciencelab
200、/section.php?name=vsp(Accessed:12/11/20).Resources Overview of virtual reality in education,including links to multiple resources,from the Center for Innovative Research in Cyberlearning:Cheng,B.,&DAngelo,C.(2018).Virtual Reality in Educational Settings.In CIRCL Primer series.Available at:http:/circ
201、lcenter.org/virtual-reality-in-education(Accessed:12/11/20).Virtual World Watch:a series of ten reports on ways in which UK universities used virtual worlds from 200712:https:/ about Google Cardboard and Samsung Gear VR containers for smartphones that provide low-cost methods of accessing VR:https:/
202、 https:/ about Oculus Quest and HTC VIVE Focus examples of wireless headsets that allow VR users to move in all directions:Available at:https:/ https:/ as a pedagogyGratitude as a pedagogyReflecting on attitude to improve wellbeing and learningPotential impact:High Introduction Gratitude,when consid
203、ered as a pedagogy and not as an emotion,is an approach to learning and teaching that actively involves the acknowledgement of what we have or receive and the conscious action of wanting to give back in some way1.Gratitude is typically expressed towards someone or for something.When applied in an ac
204、ademic context,it can help students to improve studentteacher and studentstudent relationships,it can help them to be more aware of their learning environment and it can increase their understanding and focus on their studies.Research among college students found that practising gratitude within lea
205、rning indicated an increase in students ability to focus in class and to remain resilient while facing difficulties in learning2.Applying gratitude as a pedagogy in the classroom can also improve the mental health and wellbeing of students and teachers.For example,a study of university teachers foun
206、d that practising gratitude as an approach in the classroom led to teachers being better able to deal with stress and find calmness,and it enhanced their wellbeing3.It is possible that this approach to teaching and learning could be even more relevant in times of adversity as we are still grappling
207、with the impact of Covid-19 on students learning and on students and teachers wellbeing and mental health.Putting it into practiceOne practical approach to implementing gratitude in learning and teaching involves creating a state of preparedness4 where teachers and students are asked to prepare and
208、examine their attitude before starting their learning and during learning activities.This state helps individuals to become aware of the kind of attitude that they hold(negative or Encouraging self-awareness and reflection on learning can improve students experience and appreciation for learning.pos
209、itive)and the impact this might have on their learning,and on teaching in the case of teachers.By creating a state of preparedness before and during learning activities,students and educators can be encouraged to be more aware of the learning taking place and those involved in the process.This state
210、 can be developed when students and teachers are asked to reflect on a particular learning topic or activity using the following elements:thoughts,words,emotions,self-talk and physical state.They are also prompted to use two different angles:first to look at these elements from the opposite of grati
211、tude,which is often complaint,dissatisfaction and entitlement;and then to look at the elements again from 20Innovating Pedagogy 2021a gratitude point of view.While reflecting,students are asked to take notes or complete a template.This reflection has the potential to bring awareness of predetermined
212、 negative attitudes and behaviours towards certain topics or learning activities.The negative attitudes are then analysed and replaced by elements of gratitude,bringing a state of awareness,presence and appreciation among students and teachers.Students who have engaged in this approach have reported
213、 being more focused and less distracted,having great motivation for learning,increased confidence and a deeper understanding of concepts4.Gratitude can also be applied as an assessment task.An Australian study was conducted to enhance the teaching of literacy with pre-service teachers,in ways that v
214、alued their relationships with secondary students they were teaching,using notes of gratitude.Teachers asked students to write or draw a gratitude note about a topic or learning activity being assessed.Students were prompted to reflect on the content explored,how much they thought they learned,the i
215、mprovement in their relationship with secondary school students,what they were grateful for and strategies of how they could give back to others,including to their professions once they graduated5.This approach has the potential to improve the teacherstudent relationship,appreciation of the learning
216、 taking place and future applications of the learning.When integrated into teaching processes,gratitude can support focus and resilience in learning.A group of 50 US college students were asked to self-reflect on their learning experiences and consider gratitude over three months.Students were sent
217、periodic text reminders three times a week asking them to take time to reflect on their class(prior to learning),and learning practices(at the end of each week),and to think about their educators(in the middle of each week).Participants were invited to either carry out the practice informally or thr
218、ough writing in a journal.These students reported an increase in ability to focus in class and remain resilient while facing difficulties in learning2.Developing a gratitude journal can also help students and teachers to enhance learning and teaching,respectively.After the end of the day or week,tea
219、chers can ask students to write in their personal journal three good things related to their learning.Teachers could use the journal in a similar way and take note of three things that happened in their teaching Writing a gratitude journal can be beneficial to both teachers and students.students rep
220、orted an increase in ability to focus in class and to remain resilient while facing difficulties in learning21Gratitude as a pedagogyduring the day or week that they are grateful for.Dedicating time for the gratitude journal activity is important,as teaching schedules can be tight.This way,students
221、and teachers would value the time and the opportunity to appreciate what was learned and taught and the people involved in the process3.ChallengesImplementing gratitude in learning and teaching can be challenging.Here are some key challenges teachers and other practitioners might face when practisin
222、g gratitude as identified by Howells1:systemic when practitioners priorities and pressures are to focus on administrative and process-based tasks,leaving very little time to spend on their own professional development and on innovation in teaching conceptual when practitioners see gratitude as a pra
223、ctice that depends on their state or mood.It is important(but hard)to think about gratitude even when things dont go as planned for example,in times of adversity.This should not distort the situation but should build resilience reciprocity this refers to a teachers lack of motivation to apply gratit
224、ude when students or colleagues are not able to give back.While practising gratitude should mean that there is no expectation of getting anything back in return,this can be difficult to achieve or maintain.Gratitude,and how it is expressed,might be influenced by cultural and social values,which sugg
225、ests that gratitude as a pedagogy might be adopted more or less readily in different countries or settings.ConclusionsGratitude as a pedagogy brings benefits to students and teachers.It can increase engagement,connectedness,focus and understanding of concepts being learned.It can improve the relatio
226、nship between teachers and students,increase appreciation of what is being learned,and what and who is involved in the learning process,including people and content.Gratitude as a pedagogy can create a state of preparedness and awareness about learning inside and outside the classroom,including onli
227、ne environments.By expressing gratitude towards someone or something,students and teachers can enhance wellbeing and calm amidst stress.Gratitude in education has also been used to increase inclusion and diversity in teaching and learning,to improve PhD studentsupervisor and mentormentee relationshi
228、ps,and to build resilience,confidence and performance of elite athletes.It has been increasingly included in the professional development of school teachers,used in early-childhood education and explored as an additional support for cancer patients.As wellbeing and mental health are considered broad
229、ly within education,it is a pedagogy that might be highly relevant in the present and near future.Its applications are wide and varied and the results can be powerful.22Innovating Pedagogy 2021References1.An exploratory case study that investigates the role of gratitude within a secondary school con
230、text:Howells,K.(2014).An exploration of the role of gratitude in enhancing teacherstudent relationships.Teaching and Teacher Education,42,pp.5867.Available at:https:/doi.org/10.1016/j.tate.2014.04.004(Accessed:20/11/2020).2.A paper on the impact of gratitude on college students ability to focus in c
231、lass and remain resilient in the face of difficulties while learning:Wilson,J.(2016).Brightening the mind:The Impact of practicing gratitude on focus and resilience in learning.Journal of the Scholarship of Teaching and Learning,16(4),pp.113.Available at:https:/doi.org/10.14434/josotl.v16i4.19998(Ac
232、cessed:20/11/20).3.Teachers perspectives on the impact of practising gratitude in the classroom environment:Wilson,J.,&Foster,R.(2018).The power,structure,and practice of gratitude in education:a demonstration of epistemology and empirical research working together.International Christian Community
233、of Teacher Educators Journal,13(1),Article 4.Available at:https:/digitalcommons.georgefox.edu/icctej/vol13/iss1/4(Accessed:20/11/20).4.Insights of adopting the state of preparedness model within a university context:Howells,K.(2004).The role of gratitude in higher education.HERDSA(Higher Education R
234、esearch and Development Society of Australasia,Inc.).Available at:https:/www.herdsa.org.au/system/files/howells.pdf(Accessed:20/11/20).5.The use of gratitude to assess appropriate literacy teaching pedagogies used by pre-service teachers:Auld,G.,Eyers,A.,&OMara,J.(2020).Assessment of literacy pedago
235、gy using gratitude.Australian Journal of Teacher Education,45(6).Available at:http:/dx.doi.org/10.14221/ajte.2020v45n6.4(Accessed:20/11/2020).Resources Short guide for teachers on what gratitude as an educational practice is and how to employ it in a classroom setting:http:/ blog post on the power o
236、f gratitude on Edutopia website run by the George Lucas Education Foundation:https:/www.edutopia.org/blog/gratitude-powerful-tool-for-classroom-owen-griffith(Accessed:20/11/20).A short interview with Dr Kerry Howells,an expert on gratitude in education,published on a University of Technology Sydney
237、blog:https:/lx.uts.edu.au/blog/2019/06/03/virtues-gratitude-dr-kerry-howells/(Accessed:20/11/20).Kerry Howells video on how thanking awakens our thinking:https:/youtu.be/gzfhPB_NtVc (Accessed:20/11/20).A research study on the meaning of kindness and gratitude among young adults in Japan:Gherghel,C.,
238、&Hashimoto,T.(2020).The meaning of kindness and gratitude in Japan:A mixed methods study.International Journal of Wellbeing,10(4),pp.5573.Available at:https:/www.internationaljournalofwellbeing.org/index.php/ijow/article/view/1179(Accessed:20/11/20).Using chatbots in learningUsing educational dialog
239、ues to improve learning efficiencyPotential impact:HighIntroductionChatbots are part of a growing range of tools based on artificial intelligence(AI).They can answer a humans questions,ask questions,guide and assist in problem solving.This means that when a teacher is not available or cannot help,le
240、arners are still able to make some progress with their learning.Chatbots are developed using human dialogue analysis or human behaviour recognition.In the former,patterns are extracted from natural human language or conversation.For example,when in a conversation Tom asks Mei,Which course do you sug
241、gest I take if I want to learn about artificial intelligence?Mei would understand Toms intention and might reply,Learning about artificial intelligence requires some knowledge of mathematics and programming.If you have no related experience and just want to find out about this subject,I suggest you
242、take course A.If you already have some relevant knowledge,course B would be helpful.Dialogue patterns can be established by analysing a large number of dialogues.Chatbots are then able to use these analyses to answer questions or support humans in problem solving,either verbally or via text.Chatbots
243、 that help with problem solving are also based on an understanding of human behaviour.If a person has tried something several times,they may need help,in which case a chatbot could appear(in an online environment)and act as a facilitator.Dialogues with the learner can be text based,voice based or vi
244、deo based.In the past,most chatbots have been based on simple sets of rules that determine how to respond to users,but increasingly they use AI techniques which make it possible to understand peoples natural languages,voice,body language and behaviours,and to make sense of patterns that exist in lan
245、guages or behaviours.Using AI techniques,a chatbot can conduct a dialogue with a user or analyse relevant data and come up with suggestions or solutions.Chatbots are now commonly used in commerce,industry,healthcare and smart homes for example,in customer service scenarios.In recent years,thanks to
246、new research findings on how people learn and how to promote learning,chatbots have been tried out in education with a growing expectation of intelligent learning and teaching.Compared to traditional learning and teaching,chatbots bring new opportunities,such as immediate problem diagnosis and inter
247、ventions which make the learners feel they are not alone during the learning process.Learners might also be more relaxed and express themselves more freely as they are not interacting with humans who might judge them.This relaxed environment can be conducive to promoting learning.Potential and benef
248、its of chatbots in learningChatbots can be used in formal as well as informal learning environments and can provide learners with support tailored to their needs,such as constructing an immersive learning environment for learners,analysing learners requirements and initiating supportive conversation
249、.They can conduct their analysis in the background without disturbing learners and can provide appropriate support.23Using chatbots in learningchatbots bring new opportunities,such as immediate problem diagnosis and interventions which make the learners feel they are not alone during the learning pr
250、ocessIn educational practice,researchers from Georgia Institute of Technology have investigated how chatbots can be used in online classes.They developed an AI teaching assistant called Jill Watson based on dialogues and learning data from previous courses.With these data,Jill could analyse learners
251、 questions and come up with immediate responses.The chatbot has been used on several courses to help learners with content-related questions and through meaningful dialogues.Researchers found that learners could not distinguish the chatbot from the teacher,which suggests that in some contexts chatbo
252、ts could work well as online learning facilitators.Researchers from the Advanced Innovation Center for Future Education(AICFE)at Beijing Normal University have investigated the role of a chatbot in moral education.In moral education,teachers focus on helping learners understand moral problems and cu
253、ltivate morality.In this research,an AI-bot(AI-powered chatbot)was developed to detect learners moral problems via dialogues and provide learners with adaptive solutions.For example,when the learner expressed negative emotions,the AI-bot would diagnose the cause by chatting.After that the AI-bot wou
254、ld assess whether the learner had experienced unfair treatment.Then it would suggest some options and give examples of how to deal with their issue.The results showed that the AI-bot could mimic teachers with 89 years experience.In the field of language learning,chatbots can be used for informal con
255、versation and pronunciation practice,which some learners prefer as it enables them to try out different ways of saying something and to avoid feelings of embarrassment when speaking in a foreign language.Researchers1 have also used chatbots in education to support collaboration.They designed and tri
256、alled a game-based collaborative problem-solving ability assessment tool,Circuit Runner,which demonstrated the potential of chatbots in assessing higher-level skills in education.Finally,researchers have shown that chatbots can also be creative.For example,a chatbot has been developed which could he
257、lp generate high-quality quizzes based on existing materials2.How to use chatbots to promote learningThe first aspect to be considered is the learning scenario and identifying the role of chatbots within it,such as dialogue facilitator,learning problem analyser or guidance provider.Secondly,we shoul
258、d determine when the chatbots should be involved during the learning process.This should be based on the designers understanding of learning and teaching processes,and specifying learners and teachers requirements in different scenarios is important here.For example,it could be decided that a chatbo
259、t should not appear when the learner is just starting an inquiry;when the learner encounters difficulties,a chatbot should then act as a guide or facilitator.After the learning has taken place,an assessment mechanism could be provided so that the chatbot can evaluate the learners achievement.Lastly,
260、data about the learners performance can be shown to the teacher for a new round of decision making and improvement in learning.Challenges and emerging opportunitiesResearchers investigating the role of chatbots in real learning contexts acknowledge that the application of chatbots is still at a very
261、 early stage.Chatbots cannot work effectively without understanding human learning mechanisms.To bridge the gap between the techniques behind the chatbots and human learning mechanisms,learning design is necessary.Learning design involves specifying the context,determining learning objectives,prepar
262、ing content,choosing teaching and learning strategies,and evaluation.Most learning designs could be enhanced with more detailed information about learners and knowledge of learning or teaching.AI techniques have created chatbots with the capacity to collect information and explore learners requireme
263、nts before providing the learners with smart learning environments and adaptive supports.24Innovating Pedagogy 2021However,chatbots still depend on specified rules or learner models(representations of how learners behave)and may not meet learners demands if learners are not tolerant of the shortcomi
264、ngs of chatbots,such as their limited capacity to handle misunderstandings and breakdowns in a conversation.Further and deeper inquiry into how people learn will support the design of more intelligent chatbots.Privacy issues such as who owns and has access to conversations between chatbots and human
265、s will also need to be addressed.Learners may perceive such conversations to be entirely private,but it should be made clear to them who else has access or has rights to access their conversations and other data(for example,these might be system developers or teachers).Nevertheless,chatbots have als
266、o brought us opportunities,especially when tackling the contradiction between large scale and high quality in learning.A burgeoning world population is making personal tutoring more difficult to achieve while at the same time teaching bigger class numbers is less effective.The emergence of chatbots
267、makes it possible to achieve greater personalisation by collecting data about learning dialogues,and learners behaviours and contexts before working out their needs and providing adaptive support.Furthermore,this will help reduce educators workloads.A focus on learners needs could also make the lear
268、ners feel they are being noticed by instructors or course managers,which will improve their motivation.Chatbots could be a new way to achieve learner-centred instruction.Conclusion and future trendsFrom research studies,we can see that chatbots have been used in different contexts to solve education
269、al problems.The studies provide evidence that chatbots could help realise more adaptive and smart learning.In the future,chatbots could be used to analyse learners needs,provide simulations and semi-structured guidance,and conduct process-oriented evaluation.They could be used to help diagnose disab
270、ilities and provide teachers with suggestions for how to support learners.A conversation with a chatbot can give learners the opportunity to let their teacher know that they have a disability such as dyslexia.A more advanced chatbot might also identify some conditions from how a person communicates.
271、If the research moves towards representing learners characteristics and learning processes better,chatbots could play a more important role alongside teachers.References 1.A conference paper investigating chatbot as gamified assessment for learners collaborative skills:Stoeffler,K.,Rosen,Y.,Bolsinov
272、a,M.,&von Davier,A.A.(2018).Gamified assessment of collaborative skills with chatbots.(AIED 2018):International Conference on Artificial Intelligence in Education(AIED 2020),pp.343347.Springer,Cham.Available at:http:/link-springer-com- 20/11/20).2.A paper on the role of chatbots in question answerin
273、g and quiz generation:Sreelakshmi,A.S.,Abhinaya,S.B.,Nair,A.,&Nirmala,S.J.(2019).A question answering and quiz generation chatbot for education.2019 Grace Hopper Celebration India(GHCI).Available at:https:/ 14/11/20).25Using chatbots in learningResources A conference paper introducing the use of cha
274、tbots in solving problems in moral education:Chen,P,Lu,Y.,Peng,Y.,Liu,J.&Xu,Q.(2020).Identification of students need deficiency through a dialogue system.International Conference on Artificial Intelligence in Education(AIED 2020),pp.5963.Available at:http:/aic- paper on using chatbots in foreign lan
275、guage learning:Dokukina,I.,&Gumanova,J.(2020).The rise of chatbots new personal assistants in foreign language learning.Procedia Computer Science,169,pp.542546.Available at:https:/ review of current use of chatbots in language learning and predictions for the future:Fryer,L.K.,Coniam,D.,Carpenter,R.
276、,&Lpuneanu,D.(2020).Bots for language learning now:Current and future directions.Language Learning&Technology,24(2),pp.822.Available at:https:/scholarspace.manoa.hawaii.edu/bitstream/10125/44719/1/24_02_10125-44719.pdf(Accessed:14/11/20).A paper reviewing the use of different types of chatbots in ed
277、ucation and providing a framework for the use of chatbots:Prez,J.Q.,Daradoumis,T.,&Marqus Puig,J.M.(2020).Rediscovering the use of chatbots in education:a systematic literature review.Computer Applications in Engineering Education.Available at:https:/ paper providing detailed analysis of current cha
278、tbot use in education:Smutny,P.,&Schreiberova,P.(2020).Chatbots for learning:A review of educational chatbots for the Facebook Messenger.Computers&Education,151.Available at:https:/ paper about chatbots supporting decisions during collaborative modelling:Perez-Soler,S.,Guerra,E.,&de Lara,J.(2018).Co
279、llaborative modeling and group decision making using chatbots in social networks.IEEE Software,35(6),pp.4854.Available at:https:/ieeexplore.ieee.org/document/8409918(Accessed:18/11/20).A conference paper introducing the practice of using chatbots in India based on the data from some higher-education
280、 organisations:Sandu,N.,&Gide,E.(2019).Adoption of aI-chatbots to enhance student learning experience in higher education in India.18th International Conference on Information Technology Based Higher Education and Training(ITHET),pp.15.Available at:https:/www.semanticscholar.org/paper/Adoption-of-AI
281、-Chatbots-to-Enhance-Student-Learning-Sandu-Gide/076ccfff4435bc3f45f079011917c5547d6e0774(Accessed:18/11/20).A blog post on the use of chatbots in different systems or applications:https:/ online article that introduces the use of Jill Watson,an AI course assistant:https:/ news article published by
282、Jisc about the award-winning Ada chatbot at Bolton College:https:/www.jisc.ac.uk/news/chatbot-talks-up-a-storm-for-bolton-college-26-mar-2019 (Accessed:14/11/20).26Innovating Pedagogy 2021Equity-oriented pedagogyFinding fairer ways to improve learning for allPotential impact:High IntroductionInnovat
283、ive approaches to give every student the opportunity to achieve fair and comparable outcomes have been a growing trend.This has developed because persistent and substantial gaps are being found in the likelihood of educational success linked to characteristics such as particular forms of disability
284、or ethnicity.Governments and educational institutions are making it their goal to reduce or remove these gaps.However,developing educational opportunities that are inclusive of all students requires thinking about the learning journey from multiple perspectives.There is a need to ensure equality in
285、the opportunities to access education,but also a need to focus on how pedagogy can lead towards fairness and impartiality(equity)in the teaching and the outcomes.Concepts and frameworks such as Universal Design for Learning(UDL)guide educators and policy makers to make education accessible for all s
286、tudents.A broad conclusion from these efforts is that one size doesnt fit all.In key areas of education such as course design,content creation,assessment and the use of technology,there are societal and structural challenges to inclusion that cannot be resolved by equality of access alone.Therefore,
287、there has been a growing trend towards pedagogical innovations that aim to create equity,where each student can achieve comparable positive outcomes regardless of their background.Putting equity into practice We can improve and critique how equity is impacted by many aspects of teaching and learning
288、.The following four areas are useful starting points for putting equity into practice.Listening and adapting teaching to studentsTeachers tend to embody their own backgrounds and cultural expectations in their teaching,but this may not be a good match for their students.One way of tackling this is t
289、o listen to students in meaningful and systematic ways and make adaptations to ensure that their voice and lived experience are embedded in their learning experiences.This includes ensuring that students are given opportunities to develop the skills they need to have for the summative assessments th
290、at are often most important for their final grades.It also asks teachers and content producers to consider aspects such as the use of language and cultural references in their teaching materials,so that they are accessible to diverse groups of students.One study evaluated the adoption of an adaptive
291、 equity-oriented pedagogy,in which the curriculum and teaching strategy were adapted rapidly according to class discussions and data collected from students.Surveys about the course material,formative tests and anonymous feedback forms were used on a weekly basis to guide the teaching provided rapid
292、ly at individual and course levels.This was found to result in higher attainment in final assessments when compared to a control group where the teaching approach was fixed.Higher attainment was consistent across characteristics of disability,gender or immigration status1,suggesting a level of equit
293、y was achieved.In another example,mathematics teachers were encouraged to use getting to know you and shadow a student activities,which included understanding students lives at home and in their community,to better appreciate how knowledge of their backgrounds could be used in teaching2.27Equity-ori
294、ented pedagogyRecognising uneven effects of educational technologyEducational technology can enhance learning opportunities for students but can also widen divides if not used carefully and critically.Making online learning materials and applications free can help as a starting point to widen access
295、 but does not benefit all students equally:wealthier and better educated families can benefit disproportionately from the same initiatives.The programming language Scratch has been designed to overcome this challenge.Scratch has been adopted enthusiastically by schools teaching disadvantaged as well
296、 as well-supported school students.There have been efforts to build entry points into Scratch that target audiences which are under-represented in computing,and partnerships have developed with libraries and community organisations to overcome financial and cultural barriers in home-based access to
297、learning technologies3.When designing or utilising technology-enhanced learning,steps should be taken to consider barriers and support the equal participation of marginalised groups,taking into account challenges both inside and beyond the classroom.Equitable approaches should seek to engage not onl
298、y students but also their parents and mentors,reaching out to the wider community and building digital capacities across neighbourhoods as well as in classrooms.Drawing upon pedagogical frameworks to support equityPedagogical practices and frameworks should be drawn upon to encourage equity.One of t
299、he most established approaches is Universal Design for Learning(UDL).This seeks to accommodate individual learning differences and is based on three principles of curriculum design:multiple means of engagement(for example,supporting learners to be motivated by creating and embedding personally meani
300、ngful goals in their learning)multiple means of representation(for example,considering if learners who have a different first language to the teacher would benefit from alternative materials or transcripts for videos)multiple means of action and expression(for example,providing alternatives to tasks
301、 that require navigation of a physical environment which may not be fully accessible).Educational technology can enhance learning opportunities for students but can also widen divides if not used carefully and criticallyOpen textbooks provide free online versions of introductory college and universi
302、ty textbooks,which are otherwise highly priced and place a substantial financial burden on low-income students.These open textbooks provide greater access to learning materials.However,accessing free online materials still requires a student to have access to a network-enabled device like a laptop,t
303、ablet or smartphone,and to be able to access a reliable and affordable internet connection.When students do not have such access,this digital divide can be compounded by the societal and cultural context in which learning takes place.Students who are not encouraged to learn at home,or are actively d
304、issuaded from learning by friends or family,may not pick up resources even when they are available.This is a less obvious but equally important set of barriers that educators should consider.Teaching approaches can also make technology-enhanced learning more or less effective,with the risk that poor
305、er,under-resourced schools are less likely to try more creative uses of technologies and instead may focus on more limited,basic skills building.28Innovating Pedagogy 2021The UDL guidelines were primarily devised to support students with disabilities but have wider potential to support equity.While
306、there remains a lack of studies that evaluate the efficacy of UDL,case studies offer insights into how it can engage students and educators across various disciplines.Recognising how assessment practices can be unfairDiscussions of equity often focus on educational outcomes,and the identification of
307、 gaps in attainment for specific groups is an important driver for equity-oriented pedagogy4.Given the prevalence of such gaps,practices around assessment need special consideration.Embedding choices with respect to assessments,or even the co-creation with students of their assessments,can help to r
308、educe barriers.Areas where the form or content of assessments assume the cultural norms and knowledge of dominant groups should be recognised and tackled5.Formative assessments during a course can enhance fairness by allowing all students to develop their understanding of how assessment works in adv
309、ance of summative(final)evaluations.They can also draw on personal experiences as a starting point to develop this understanding.One example describes an activity where students are invited to discuss the genetic characteristics that they and their relatives have inherited.6 This type of approach hi
310、ghlights and answers questions that arise from the students from an early stage in the course,developing greater comfort and understanding in answering questions on a subject in the lead-up to summative assessments.Benefits and challenges By putting the focus on fairness rather than simply on whethe
311、r access is possible,equity-oriented pedagogies offer a more holistic approach when considering inclusion.But fairness requires consideration of barriers at many levels from the personal to cultural and societal.It could create additional workload and require change to institutional procedures(for e
312、xample,to co-create an assessment with students rather than set this in advance of course start).While the uneven effects of digital exclusion and digital poverty must be considered,new technologies and increased online and hybrid learning also provide opportunities for increasing personalisation an
313、d co-creation of learning.However,there is a concern that where the focus is on developing individualised support for learners,this should not reduce the social benefits of learning together or unintentionally create new barriers.Ways to enhance equity need to be considered alongside the basic abili
314、ty to access education,and both are key concepts in developing educational strategies and pedagogies that improve fairness in society.29Equity-oriented pedagogyTeachers tend to embody their own backgrounds and cultural expectations in their teaching,but this may not be a good match for their student
315、sReferences 1.A study of the implementation of equity-oriented pedagogy:Phuong,A.E.,Nguyen,J.,&Dena,M.(2017).Evaluating an adaptive equity-oriented pedagogy:A study of its impacts in higher education.The Journal of Effective Teaching,17(2),pp.544.Available at:https:/files.eric.ed.gov/fulltext/EJ1157
316、447.pdf(Accessed:12/11/20).2.An example of a teaching approach that focuses on understanding the students:Foote,M.Q.,Roth McDuffie,A.,Aguirre,J.,Turner,E.E.,Drake,C.,&Bartell,T.G.(2015).Mathematics Learning Case Study Module.In C.Drake et al.(Eds.),TeachMath Learning Modules for K-8 Mathematics Meth
317、ods Courses.Teachers Empowered to Advance Change in Mathematics Project.Available at:http:/www.teachmath.info(Accessed:12/11/20).3.A review of equity-related issues raised by technology in education,with a range of examples:Reich,J.,and Ito,M.(2017).From good intentions to real outcomes:Equity by de
318、sign in learning technologies.Available at:https:/clalliance.org/wp-content/uploads/2017/11/GIROreport_1031.pdf(Accessed:12/11/20).4.A book chapter summarising how research on attainment gaps has informed innovation in practice:Coughlan,T.,Lister,K.,Seale,J.,Scanlon,E.,&Weller,M.(2019).Accessible in
319、clusive learning:Foundations.In:Ferguson,R.,Jones,A.and Scanlon,E.(eds).Educational visions:Lessons from 40 years of innovation.pp.5173.London:Ubiquity Press.Available at:https:/doi.org/10.5334/bcg.d(Accessed:14/11/20).5.Academic article that provides guidance on equity in assessment:Hanesworth,P.,B
320、racken,S.,&Elkington,S.(2019).A typology for a social justice approach to assessment:Learning from universal design and culturally sustaining pedagogy.Teaching in Higher Education,24(1),pp.98114.Available at:https:/ academic article focused on supporting all students to engage with formative assessm
321、ent:Shepard,L.A.,Penuel,W.R.,&Pellegrino,J.W.(2018).Using learning and motivation theories to coherently link formative assessment,grading practices,and large-scale assessment.Educational Measurement:Issues and Practice,37(1),pp.2134.Available at:https:/doi.org/10.1111/emip.12189(Accessed:12/11/20).
322、Resources A short course on concepts related to equity and social justice in education:https:/www.open.edu/openlearn/education-development/exploring-equality-and-equity-education/content-section-0(Accessed:12/11/20).Information to introduce the principles and guidelines of Universal Design for Learn
323、ing:http:/udlguidelines.cast.org(Accessed:12/11/20).A report and supporting media from OECD which draws on international data to identify key issues and areas for action in improving equity in education:https:/www.oecd.org/publications/equity-in-education-9789264073234-en.htm(Accessed:17/11/20).An a
324、rticle reporting on the heightened impacts of digital exclusion on education in the UK during the Covid-19 pandemic:https:/www.cam.ac.uk/stories/digitaldivide(Accessed:12/11/20).30Innovating Pedagogy 202131Hip-hop based education Hip-hop based education Culturally relevant learning through hip-hopPo
325、tential impact:MediumBackground Hip-hop based education(or HHBE)is an approach to teaching and learning that focuses on the use of hip-hop,both inside and outside a traditional school setting1.Hip-hop,as a musical genre,culture and art movement has been argued to have become relevant to education in
326、 three ways.Firstly,teachers and educators are using aspects such as rap-music texts in curricula.This tends to be used as a way to provide a culturally appropriate and critical approach to their teaching in the hope of empowering marginalised groups2,such as young offenders or looked-after children
327、.Secondly,hip-hop is more than a musical genre the messages constructed in the music are interwoven into the process of identity formation and cultural understanding for many people2.Thirdly,higher-education institutions globally are engaging with hip-hop through research,taught courses and conferen
328、ces2.In many colleges and universities,such as Stanford and the University of Michigan in the USA,various forms of hip-hop are studied within different subject disciplines such as English,sociology,linguistics,dance,anthropology and music3.Hip-hop based education is an umbrella phrase,which covers e
329、ducational research that uses the elements of hip-hop(for example,rap music,graffiti or breakdancing)to inform curricula and teaching in formal and non-formal spaces such as schools and community practices4.As a pedagogical approach,HHBE involves the use of hip-hop music,art and culture to create ph
330、ilosophies and approaches to teaching1.H is an example of the rise in the approach.Individuals,such as educators and students,have come together to form a collective group that strives to disrupt hierarchies that still exist in many schooling systems.#HipHopEd is a weekly professional development Tw
331、itter chat where educators come together to discuss the hip-hop approach to education.They also hold an annual conference.Examples from practiceSome scholars5 have found it useful to view HHBE as a coming together of four areas:1.hip-hop education programmes which may include a series of after-schoo
332、l clubs or holiday camps,or as part of a community-centre programmeAn example of hip-hop art featuring coloured graffiti.32Innovating Pedagogy 20212.national hip-hop education campaigns which may be supported by charities,public figures or high-profile celebrities 3.hip-hop educational products such
333、 as study guides,books and online programmes4.not-for-profit organisations which partner with schools to distribute educational programmes or work with teachers and schools to develop learning materials.HHBE can be deployed at a local(school,centre)or even individual class level.This has been illustrated in contexts such as early-childhood education.For instance,hip-hop has been used in the educat