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1、Innovating Pedagogy 2020Exploring new forms of teaching,learning and assessment,to guide educators and policy makersAgnes Kukulska-Hulme,Elaine Beirne,Grinne Conole,Eamon Costello,Tim Coughlan,Rebecca Ferguson,Elizabeth FitzGerald,Mark Gaved,Christothea Herodotou,Wayne Holmes,Conchr Mac Lochlainn,Ma
2、irad Nic Giolla Mhichl,Bart Rienties,Julia Sargent,Eileen Scanlon,Mike Sharples,Denise Whitelock Open University Innovation Report 8Institute of Educational Technology,The Open UniversityWalton Hall,Milton Keynes,MK7 6AA,United KingdomNational Institute for Digital Learning(NIDL),Dublin City Univers
3、ity,Bea Orpen Building,Dublin 9,IrelandISBN 978-1-4730-2962-0Text and design The Open University 2020This report published 2020First 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 Cr
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10、d with permission.Page 42 Image courtesy of the Open University.Reproduced with permission.Page 46 Image courtesy of the Open University.Reproduced with permission.Page 47 Adapted from Drysdale,Timothy D.and Braithwaite,N.St.J.(2017).An internet of laboratory things.In:2017 4th ExperimentInternation
11、al Conference(exp.at17),pp.236-240.Link(s)to article on publishers website:http:/dx.doi.org/doi:10.1109/EXPAT.2017.7984362Suggested citation:Kukulska-Hulme,A.,Beirne,E.,Conole,G.,Costello,E.,Coughlan,T.,Ferguson,R.,FitzGerald,E.,Gaved,M.,Herodotou,C.,Holmes,W.,Mac Lochlainn,C.,Nic Giollamhichil,M.,R
12、ienties,B.,Sargent,J.,Scanlon,E.,Sharples,M.and Whitelock,D.(2020).Innovating Pedagogy 2020:Open University Innovation Report 8.Milton Keynes:The Open University.1ContentsExecutive summary 3Introduction 7Artificial intelligence in education 10Preparing for life and learning in the age of AIPosthuman
13、ist perspectives 14Confronting the relationship between humans and technologyLearning through open data 18Using real-world data for personally relevant learningEngaging with data ethics 22Ethical use of data in digital life and learningSocial justice pedagogy 26Addressing injustices in lives and soc
14、ietyEsports 29Learning and teaching through competitive virtual gaming Learning from animations 33Watching and interacting with short animationsMultisensory learning 37Using several senses to enhance learningOffline networked learning 41Networked learning beyond the InternetOnline laboratories 45Lab
15、oratory access for all3Executive summaryExecutive summaryThis series of reports explores new forms of teaching,learning,and assessment for an interactive world,to guide teachers and policy makers in productive innovation.This eighth report proposes ten innovations that are already in currency but ha
16、ve not yet had a profound influence on education.To produce the report,a group of academics at The Open Universitys Institute of Educational Technology(UK)collaborated with researchers from the National Institute for Digital Learning at Dublin City University.We proposed a long list of new education
17、al concepts,terms,theories,and practices and pared them down to ten that have the potential to provoke major shifts in educational practice.Lastly,we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education.These are summarised below in
18、approximate order of immediacy and timescale to widespread implementation.1 Artificial intelligence in education:The term artificial intelligence(AI)is used to describe computer systems that interact with people and with the world in ways that imitate human capabilities and behaviours.AI-powered lea
19、rning systems are increasingly being deployed in schools,colleges and universities,as well as in corporate training around the world.While many people fear that AI in education means robot teachers,the reality is less dramatic but potentially still transformative.Student-facing applications of AI in
20、clude intelligent tutoring systems,dialogue-based tutoring systems,exploratory learning environments,automatic writing evaluation,and conversational agents.Teacher-facing applications of AI,although less well developed,might support teachers to enhance their own teaching.There is a need to understan
21、d the skills that make human teachers and learners uniquely human,such as critical thinking,creativity,communication and collaboration.It is important that educators,learning scientists and other stakeholders engage with the topic of AI to help shape both the development of AI-powered systems,and te
22、aching and learning approaches that make appropriate use of AI.2 Posthumanist perspectives:The meaning of being human,and our relation to the world around us,is naturally of great importance to any conception of education.As a philosophy,posthumanism examines what it means to be human and whether be
23、ing human extends beyond our bodies into the real and digital world.As a pedagogy,it opens possibilities to learn with animals and machines as partners.Technological advances blur the line between humans and the material world.For example,computer programs such as chatbots that answer questions and
24、deliver services through simulated conversations are designed to sound like humans and to evoke conversational responses from their users.In the domain of healthcare,we are seeing that humans seem capable of forming very real attachments to robots.Also,scientists might begin implanting microchips in
25、 humans to enhance their capabilities,which could improve lives,but could also have negative consequences for people and society.The potential of adopting a posthumanist approach to education lies in asking the provocative question of what students can learn from confronting these unsettling 4Innova
26、ting Pedagogy 2020ideas of a less well-defined separation between humans and technology.The hope is that we can imagine many beneficial relationships between humans,the environment,animals and technology.3 Learning through open data:More than 250 national,local,and city governments,and a wide and gr
27、owing range of global and local organisations are now sharing the data that they create and use in their work.Many of these organisations are keen to see the data used by the public,and the most mature services offer tools and resources to encourage learning with their open data.Further initiatives
28、have led to innovative learning activities around the use of open data.What does Open Data offer as a material for learning and teaching?A key factor is authenticity.The data that is shared emerges from real processes occurring within important organisations.It is often data that is used in professi
29、onal work that has a real impact on our lives and the world around us.A second factor is the potential personal relevance of this data to the learners.This has a strong motivational potential learners may want to understand what is happening in their town,or how they or their class compare with othe
30、rs nearby or far away.They can also identify issues that require attention locally or across wider society.In one example,high school students in Italy explore data on public funding awarded to building projects around their country and collaboratively evaluate the outcomes of these projects.Engagem
31、ent with open data connects learners with societal movements to encourage greater data literacy,transparency and evidence-based action.4 Engaging with data ethics:The growing use of digital technologies in educational contexts is accompanied by an ever-increasing range of ethical questions.There are
32、 the many ethical issues centred on data,such as who owns the data,how the data should be interpreted,and how the privacy of learners and teachers should be protected.Several recent incidents have highlighted that data techniques are commonly being used to profile people without their awareness.It i
33、s perhaps only a matter of time before this is happening in schools and universities.There is increased pressure on educational institutions to start to develop policies relating to data ethics,to obtain consent from students to use and analyse any data from their interactions with their learning ma
34、nagement system,and to provide effective training and support for students and staff.Typically,there is currently no formal training for students enabling them to understand how their data might be used and the possible consequences.When preparing learners for a changing world of ethics and privacy,
35、teachers can enable learners to play with their own data and learn what the limitations of sharing it may be.Engaging with data ethics is part of how institutions are developing effective learning cultures in a digital world.5 Social justice pedagogy:Most people want to be fair and just towards othe
36、rs,but sometimes it is difficult to do this in practice or their unconscious attitudes get in the way.Education can help people address their unconscious biases as well as the injustices in their own lives and in society.Social justice pedagogy aims to educate and enable students to become active ci
37、tizens who understand social inequalities and can contribute to making society more democratic and egalitarian.To achieve that,systems of power,dominance,privilege or oppression may be critically explored with students and they may be encouraged to engage with processes of activism such as protests.
38、Educators committed to social justice value peoples unique experiences and perspectives and do their best to treat all students in a caring and dignified way.They advocate fair distribution of 5Executive summarylearning resources and a commitment to methods that allow full participation by all.Socia
39、l justice pedagogy stresses the importance of involving and engaging students in building the curriculum,rather than having a curriculum imposed on them.It may also involve paying attention to how sub-cultures,marginalised groups or under-represented people are portrayed in published learning materi
40、als and in the wider context of local and global media.6 Esports:Esports,or electronic sports,are a form of competitive video gaming which is broadcast and played on the Internet,individually or in teams.Some esports can involve physical activity,such as when dance steps are projected onto a wall an
41、d players follow them on a special mat with foot-activated sensors.Esports have become a global leisure activity,but they also offer opportunities for education.They illustrate a way to reach young people and connect them to virtual sporting activities.This might induce growing interest to partake i
42、n sports themselves.Variations of esports have been used in school subjects such as physical education to support students understanding of movement,different rules or techniques of sports and games,and as a teaching aid.They can also be a way to support digital literacy,numeracy,socialisation and t
43、eamwork.For example,data from the end of esports games could be analysed by the participants to suggest team strategies to improve performance.A well-known esports platform,Twitch,enables recording of group activity,interaction between teachers and learners,and opportunities for amateur online instr
44、uction among peers.Esports have become popular among those participating in the gameplay and the spectators watching the game unfold online.They could be increasingly combined with virtual reality to enhance the immersive and physical experience.7 Learning from animations:Some topics are hard to tea
45、ch,for example explaining how the heart pumps blood.Showing learners short animated movies of a dynamic process can reveal aspects that are too fast to follow,or too small or inaccessible to see.Animations can show how an expert tackles a difficult problem,such as solving a complex equation.They can
46、 also show abstractions from the real world,such as the growth of a city.They are useful in stimulating interest and promoting engagement.Learners with special educational needs can benefit from animations that explain an important idea clearly and succinctly,such as how to stay safe online.Learner-
47、created animations are also a way to support self-expression and have been used as prompts for creative activities such as story writing.Some early research studies showed that animations were no better than textbook pictures,but recent research has focused on the conditions that make animations suc
48、cessful as tools for learning.Studies have shown that animations can be better than pictures when they are well-designed,based on sound principles,teach processes or skills,and students are in control.8 Multisensory learning:Listening to a teacher and using our eyes,along with visual approaches such
49、 as looking at books and watching videos,used to be the primary means of perception for learning.Yet human beings have many senses,including touch,taste and smell.Multisensory experiences,in which several senses are stimulated,have become popular in entertainment,tourism and healthcare in recent yea
50、rs.For example,they are often a feature in amusement parks and in 4D movies in cinemas.Researchers believe that the next generation of services in health,well-being and tourism,as well as in education and training,will be multisensory.All the senses are currently receiving more attention in educatio
51、n,due to advancements in 6Innovating Pedagogy 2020technology-supported learning as well as growth in research with learners who have special needs,such as those who have severe reading difficulties.Evidence shows that stimulation of sensory channels and combinations of channels during learning can p
52、rove beneficial,resulting in learning gains and deeper understanding,as well as greater enjoyment.Multisensory teaching and learning can enhance communication,engagement,memorisation and understanding,though it might not be suitable for every learner.9 Offline networked learning:Networkedlearning vi
53、a digital networks is a widely adopted pedagogical approach since it promotes connections among learners,teachers,communities and resources.But using the Internet for networked learning is not always possible.Reasons include a lack of access,a desire for autonomy and a need for privacy.In many rural
54、 areas,developing countries,and spaces where access to the Internet may be purposely limited(for example in prisons),there are opportunities to use smartphones,tablets or laptops without a connection to the Internet.Enabling users to harness the power of these devices and take advantage of networked
55、 learning without the Internet has been made possible by low cost,low power network hubs like Raspberry Pis.This approach is called offline networked learning;it can support conversation,collaboration,resource sharing,visualisation and consolidation,thus enhancing the process of learning as well as
56、the outcomes.For example,the approach has been used in rural Zambia to enable teachers to come together from different village schools to access digital teaching resources,share their own materials with other teachers during training workshops,and take selected materials back to their own schools.It
57、 is argued that the approach can help teachers to engage in the slow and complex thinking needed to find more effective ways of educating learners.Technical and digital skills capacity and competencies must be sufficient to enable a successful initiative.10 Online laboratories:Laboratories are animp
58、ortant resource in scientific disciplines,enabling students to apply their knowledge and develop their skills.However,there are circumstances in which using a physical laboratory is not possible or not appropriate,for example when students are unable to come to a lab or when they need to engage with
59、 dangerous activities.In these cases,online laboratories provide a viable alternative.An online laboratory is an interactive environment for creating and conducting simulated science experiments.The lab could be accessed through the web or as a program running on a computer,either in the classroom o
60、r at home.The aim is for a student to experience the procedures of carrying out a science experiment,including the consequences of making mistakes,and to get results.Online labs can also allow students to interact with real scientific equipment in remote labs.Despite concerns that some aspects of pr
61、actical work such as the sights and smells of experiments in the physical laboratory are missing from the experience,virtual labs are becoming mainstream in higher education for science and engineering in many countries around the world.7IntroductionThis report is the result of collaboration between
62、 researchers from the Institute of Educational Technology at The Open University(UK)and the National Institute for Digital Learning at Dublin City University.As in previous years,the process has involved sharing ideas,discussing innovations,reading research papers,reports and blogs,and commenting on
63、 each others draft contributions.We worked together to compile this report by listing new educational concepts,terms,theories,and practices,then reducing these to ones that have the potential to provoke major shifts in educational practice.This 2020 report introduces ten pedagogies that either alrea
64、dy influence educational 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 modern,technology-enabled world.When sharing these annual reports and through feedback from our readers we hav
65、e increasingly become aware of the diversity of our audiences across the world.What seems to unite our readers is a desire to keep up with emerging trends and ideas in very fast-changing educational landscapes,and a wish to understand current or future impacts of the innovative pedagogies we describ
66、e.Some of our recent reports have been translated into other languages.This makes us even more sensitive to the need to write clearly,to make unfamiliar ideas accessible,and to examine our assumptions about how innovations that originate in one place may be perceived elsewhere.This is not always eas
67、y,but it is a welcome challenge!Confronting ethical challenges Our previous reports have made references to artificial intelligence(AI),but over the past year growing interest in this topic has been reflected in news stories,international meetings,publications and discussions on social media.In this
68、 report we dedicate a section to artificial intelligence in education,and AI is also a major theme in our section on posthumanist perspectives,where we explore the idea that humans are not necessarily central to everyones world view.In many societies people have concerns about computers acting in wa
69、ys that imitate humans to the point where it is very difficult(and soon perhaps impossible)to distinguish between people and machines.People do not always understand how the technology really works.In education,gaining and sharing understanding is all-important.Pedagogical innovations therefore need
70、 to support understanding by guiding students in how to analyse emerging issues around technology,how to formulate challenging questions,and how to examine different perspectives.Debates around AI increasingly focus on what is unique to humans that we need to preserve and perhaps amplify.It is often
71、 argued that critical thinking and creativity are uniquely human.Aspects of communication and collaboration are also(still)uniquely human,such as the ability to appreciate a humorous remark,or to work towards a solution to a problem by conducting several conversations across multiple media.Introduct
72、ionThis is the eighth in a series of annual reports on innovations in teaching,learning and assessment.The Innovating Pedagogy reports are intended for teachers,policy makers,academics,and anyone interested in how education may change over the next ten years.8Innovating Pedagogy 2020Humans are also
73、needed for activities such as defining core values,identifying ethical concerns and setting standards in respect of how computers should be used.A contemporary concern is how data about ourselves and our online behaviours is stored and shared.In the section on engaging with data ethics we highlight
74、a range of ethical questions and practices around the issue.How can this topic be brought to life for students?An experiential approach might work well here for instance,helping students to attempt totrack in detail what happens when they sharepersonal data or allow applications access to it.We need
75、 more experts in this field to developengaging learning activities of this kind that anyteacher would feel confident to undertake withtheir students.Students can also build their understanding of data ethics by learning through open data.As outlined in our report,many organisations now make their da
76、ta openly available so that it can be used by the public and educational institutions.This can be a basis for the development of stimulating learning activities that relate closely to students interests and perhaps their desire to understand how organisations work or their impact on the environment
77、and on society.Analysis of open data might reveal some biases or injustices that would not have been noticed otherwise.The aim of social justice pedagogy is to raise awareness of social injustices,biases and inequalities,and enable students to act on addressing these issues.Teachers might allow stud
78、ents to contribute to the design of their curriculum or produce content that explores and reflects on their own perspective,or the views of a marginalised or misrepresented group of people.The approach is based on ideas of consciousness-raising and active involvement.They may not sit comfortably wit
79、hin educational systems and structures that emphasise a set curriculum and formal assessment.Engaging multiple sensesPedagogical innovations can originate within educational institutions,companies and organisations,but often they arise outside of these settings.Leisure activities are one example of
80、how knowledge about how such activities are organised and who participates in them can lead to new ideas in pedagogy.This has been the case for a form of competitive video gaming played on the Internet,known as esports.Esports are a global leisure activity,yet the online platforms supporting it prov
81、ide facilities that can be used in educational ways,or that already support informal education offered by amateurs to a global audience.Esports engage participants in a variety of ways,stimulating their senses and connecting with a global and social network.They also appeal to large numbers of spect
82、ators viewing the games online.The addition of virtual reality(a three-dimensional image or environment that allows a seemingly real or physical interaction)typically when a person is using special equipment such as a helmet with a screen inside or gloves fitted with sensors,can enhance the immersiv
83、e and physical experience of these games.We can imagine that in the near future these virtual reality environments will involve more human senses,particularly smell and taste.As outlined in this reports section on multisensory learning,education has traditionally involved listening,looking and watch
84、ing,but there is growing interest in designing learning activities in which several senses are stimulated.Learners who have special educational needs are among those who can benefit from such multisensory experiences,as these support processes such as memorisation and understanding.For similar reaso
85、ns learners can also benefit from learning from animations,a pedagogical approach that enables them to see important 9Introductionprocesses close up or in slow motion,with the ability to be in control of the viewing.Sounds and other sensory experiences could be part of the animation,although a simpl
86、e approach that does not overload the learner may be best.Design principles are available to help teachers and developers engage in designing animations for learning.Overcoming barriers to learningOur final two pedagogical innovations are concerned with overcoming barriers to learning while also con
87、necting people and enabling them to collaborate.On the one hand,to combat lack of internet access or prohibitive costs of using the internet,offline networked learning offers an approach based on low cost,low power network hubs that enable teachers and students(or any other participants)to connect w
88、ith each other and share resources via their mobile devices.On the other hand,taking advantage of the power of the internet to overcome barriers of distance,online laboratories enable students to participate in and undertake laboratory experiments without having to be in the lab.This is important fo
89、r distance education,but it is also a step forward in terms of enabling all students and scientists to collaborate internationally.For now,the sensory aspect of lab work is not an integral part of this approach,so for example students are not using their sense of smell;however,in future even that wi
90、ll likely be possible.10Innovating Pedagogy 2020Preparing for life and learning in the age of AIPotential impact:High Timescale:OngoingArtificial Intelligence(AI),the use of computers to do tasks that normally require human intelligence,seems to be rarely out of the news,with technical advancements
91、and novel applications being announced almost every day.In fact,in many contexts,AI is already a part of life.Many of us happily talk with AI agents(such as Siri or Xiao-i),we play with apps that allow us to age or swap faces in photographs(such as Face Changer or Zao),or we enjoy personalised recom
92、mendations(such as in Netflix or QQ Video).Artificial Intelligence has also quietly entered the classroom.AI-powered learning systems are increasingly being deployed in schools,colleges and universities,as well as in corporate training around the world.While many fear that AI in education means robo
93、t teachers,the reality is less dramatic(robot teachers remain unlikely)but potentially still transformative.AI is impacting on educational contexts in many different ways most of which may usefully be grouped as either learning for AI,learning about AI,or learning with AI.Learning for AIAI-driven au
94、tomation is likely to impact on all of us.This might involve AI-driven innovations in transportation(e.g.self-driving vehicles),in medicine(e.g.the automatic analysis of medical images),or in employment(it is likely that many jobs will be replaced by AI-powered automatic systems).The multiple uses o
95、f AI also raise a number of ethical questions.These include:Bias(e.g.some AI-powered recruitmentsystems have been shown to be biasedagainst women).Privacy(e.g.when we are simply goingabout our lawful business,is it right thatour faces are automatically recognisedand compared with faces in a database
96、 ofcriminals?).Fake news(e.g.AI-systems thatautomatically write untrue stories toinfluence the outcomes of elections).All of us need to better understand AI ethical issues,as well as the wider potential impact of AI on society,which is increasingly a pedagogical responsibility for schools,colleges a
97、nd universities.However,helping students learn how to live effectively in a world increasingly impacted by AI also requires a pedagogy that,rather than focusing on what computers are good at(e.g.knowledge acquisition),puts more emphasis on the skills that make humans uniquely human(e.g.critical thin
98、king,communication,collaboration and creativity)skills in which computers remain weak.Learning about AIAs well as preparing people for living with AI,schools,colleges,universities and corporate training organisations also have a role in training the AI engineers of the future.This begins with young
99、children,for whom there are already a wide range of tools to help them learn to code software(such as Scratch),which is necessary for learning how to develop AI tools.However,learning to code is only the start of it.All Artificial Intelligence depends on an in-depth understanding of some mathematics
100、 and statistics.This is especially true of the AI approach known as machine learning that has recently achieved such rapid progress.Machine learning involves the statistical analysis of massive data sets in order to automatically identify patterns and make predictions.For this reason,if they are to
101、train tomorrows AI Artificial intelligence in education11Artificial intelligence in educationprofessionals,schools,colleges,universities and corporate training organisations need to provide lots of opportunities for students to become skilled in mathematics,data analysis,and statistics(in addition t
102、o coding).A type of machine learning known as artificial neural networks(which are inspired by the human brain)is the core technique behind well-known AI successes such as automatic language translation(e.g.Google Translate or Mr.Translator)and automatic face-recognition(e.g.in apps like WeChat and
103、Facebook)as well as the AI behind the defeat of the worlds best human player of the ancient Chinese game Go(which was achieved by the AI system AlphaGo).Learning with AIDeveloping AI tools to support student learning has been a focus of academic research for more than thirty years.However,only relat
104、ively recently have these tools become easily available as commercial products,partly thanks to the machine learning techniques mentioned earlier.Although there are many overlaps,it is useful to categorise learning with AI into applications that are system-facing,student-facing,or teacher-facing.Sys
105、tem-facing applications of AIBy system-facing applications of AI we mean tools that are designed to support an institutions administration functions.For example,this might include AI to support marketing or finance,to predict student numbers,or to analyse students use of the institutions virtual lea
106、rning environment(perhaps to identify students at risk of dropping out).It is likely that these uses of AI in education will increasingly impact on students(e.g.when applying to universities or seeking support)and teachers(e.g.when monitoring student progress).Student-facing applications of AIMost A
107、I in education research over recent decades has focused on developing student-facing applications,in particular AI-powered tools known as intelligent tutoring systems(ITS).ITS present students with some information,a related learning exercise and often a quiz or test.Having closely monitored the stu
108、dents interactions and responses,the ITS then adapts the next set of information,exercise and quiz to the students individual strengths and weaknesses.In short,ITS adopt an instructionist pedagogy.Each student proceeds step-by-step along a learning pathway that is automatically personalised for them
109、.This personalised approach is promoted as being more effective than standard classroom practices(in which students progress through the same materials together and at broadly the same pace),although there remains insufficient evidence to support this view.Furthermore,a typical ITS personalises only
110、 the learning pathways and not the learning outcomes.The aim is still for everyone to learn the same materials,often to pass examinations,while little attempt is made to enable students to develop their personal aims or individual interests.Meanwhile,ITS also reduce human contact between students an
111、d with teachers.In short,typical ITS make various pedagogical choices with important ethical implications.There is a rapidly increasing number of commercial ITS available,that any educational or training institution can purchase and implement.However,most are designed for school students and cover o
112、nly mathematics and other clearly delineated subjects rather than the arts or humanities.Two alternatives to ITS are dialogue-based tutoring systems and AI-enabled exploratory learning environments:Dialogue-based tutoring systems(DBTS)adopt a Socratic pedagogy,which means they are designed to engage
113、 the student in a conversation,written or sometimes spoken,using questions to guide them towards an understanding of the topic being studied.However,DBTS also only personalise the learning journey not the outcomes.Currently,there are very few commercially available DBTS.AI-enabled exploratory learni
114、ng environments(ELEs),on the other hand,adopt a constructivist pedagogy,which is to say that they provide more open opportunities for the student to explore a topic and to construct 12Innovating Pedagogy 2020their own understandings.However,although exploratory learning can be very powerful,it usual
115、ly does not work well without guidance.In an AI-enabled ELE,it is the role of the AI to provide appropriate guidance in the form of automated feedback6.ELEs are not yet commercially available.Another student-facing application of AI is automatic writing evaluation(AWE),which may be summative or form
116、ative.Automatic summative grading of essays,especially for standardised testing and university entrance,is becoming very common,despite limited evidence for its accuracy.In classrooms,on the other hand,most teachers would be happy to save hours of marking each week.However,this misses the fact that
117、marking can be one of a teachers best opportunities to learn in depth about their students capabilities.Formative AWE,on the other hand,can be very effective,by providing students with useful feedback on their writing(e.g.ways to improve the texts structure or use of language)so that they might enha
118、nce it before submitting it for summative assessment.A final example of student-facing applications of AI are chatbots(computer programs designed to interact with human users in a conversational style),which are being widely deployed to support students outside the classroom.They might give students
119、 live information about their timetables,remind them about homework,or suggest how they might use their free time productively.Teacher-facing applications of AIMost AI in education research and products are student-facing and are designed to replace some existing teacher tasks.If this continues,whil
120、e in the short run it might relieve some teacher burdens,it will inevitably lead to teachers becoming side-lined or de-professionalised.In this possible AI-driven future,teachers will only be in classrooms to facilitate the AI to do the actual teaching.A more exciting possibility are teacher-facing
121、applications of AI designed to support teachers to enhance their own teaching.Perhaps such an AI teaching assistant will give teachers smart access to relevant information(either related to the subject they are teaching or about their students)or will help them manage their classroom more effectivel
122、y(perhaps by automatically suggesting groupings for collaborative learning activities,taking into account the many student factors that the teacher considers important).ConclusionIn this brief introduction to the application of AI in education,we have begun to consider the potential,as well as the s
123、ocial and ethical implications.Nonetheless,what is clear is that the topic of AI in education is too important to be left to engineers and entrepreneurs.Instead,it is critical that educators,learning scientists and other stakeholders engage,to ensure that the AI applied in educational contexts best
124、supports the learners,the teachers and the learning.while many fear that AI in education means robot teachers,the reality is less dramatic but potentially still transformative Artificial intelligence13Artificial intelligence in educationResources1.A report from Nesta,a global innovation foundation:B
125、aker,T.,Smith,L.,&Anissa,N.(2019).Educ-AI-tion Rebooted?Exploring the future of artificial intelligence in schools and colleges,Online.Available at:https:/www.nesta.org.uk/documents/1190/Future_of_AI_and_education_v5_WEB.pdf(Accessed:28/11/19).2.A report from the Center for Curriculum Design:Holmes,
126、W.,Bialik,M.,&Fadel,C.(2019).Artificial Intelligence in Education.Promises and Implications for Teaching and Learning.Boston,MA:Center for Curriculum Redesign.Available at:https:/curriculumredesign.org/our-work/artificial-intelligence-in-education(Accessed:26/11/19).3.A report from Pearson and UCL K
127、nowledge Lab:Luckin,R.,Holmes,W.,Griffiths,M.,&Forcier,L.B.(2016).Intelligence Unleashed:An argument for AI in Education.London,Pearson,Available at:https:/ AI interactive AI demos from Microsoft(e.g.,face and emotion recognition,speech authentication,text analytics):Microsoft.Experience AI Online A
128、vailable at:https:/ Voice and AI assistants for language learning,Webinar Recording,Teaching English,British Council,BBC Online Available at:https:/www.teachingenglish.org.uk/article/using-voice-ai-assistants-language-learning(Accessed:26/11/19).6.Academic article on barriers to student engagement w
129、ith Automated Immediate Formative Feedback:Foster,S.(2019)What Barriers do Students Perceive to Engagement with Automated Immediate Formative Feedback,The Open University Online Available at:https:/jime.open.ac.uk/articles/10.5334/jime.516/print/(Accessed:26/11/19).7.A short piece on AI and chatbots
130、 in education,from Chatbots Magazine:Singh,R.(2018)AI and Chatbots in Education:What Does The Future Hold?,Chatbox Magazine,2 May Online.Available at:https:/ article on Training Industry website:Oesch,T.(2018)Artificial Intelligence in Corporate Training:Myths and Predictions,Training Industry,13 De
131、cember Online.Available at:https:/ free ebook on Chatbots and Workplace Performance,by Learning Pool(sign in with LinkedIn):Learning Pool,Chatbots and Workplace Performance,Online.Available at:https:/ paper from UNESCO(United Nations Educational,Scientific and Cultural Organization):Pedr,F.,Subosa,M
132、.,Rivas,A.,&Valverde,P.(2019).Artificial Intelligence in Education:Challenges and Opportunities for Sustainable Development Online,UNESCO.Available at:https:/unesdoc.unesco.org/ark:/48223/pf0000366994.locale=en(Accessed:26/11/19).11.Short piece on Intelligent Assistants in Education,Institute of Edu
133、cational Technology,The Open University:The Open University(2019),Intelligent Assistants in Education,The Open University Institute of Technology,Online.Available at:https:/iet.open.ac.uk/spotlights/3(Accessed:26/11/19).12.An open initiative supporting teachers in K-12 settings who are interested in
134、 teaching about Artificial Intelligence.AI4K12.Available at:https:/ free and easy to access online course introducing how Artificial Intelligence works.Elements of AI.Available at:https:/(Accessed:1/12/19).14Innovating Pedagogy 2020Confronting the relationship between humans and technologyPotential
135、impact:Medium Timescale:Long(5+years)What is posthumanism?The meaning of being human and our relation to the world around us is naturally of great importance to any conception of education.The role of human beings in global crises,from climate change to extinction,is under increasing focus.If we acc
136、ept that the concept of learning has evolved from a basic conception centred on the transformation of an individual from one state to another,then we should also consider how in the process of learning we connect to and engage with the wider world,and how it connects with us.Posthumanism is the idea
137、 of moving beyond viewing humans as being at the centre of everything and considering how humans fit within a wider spectrum of existence.The traditional philosophical divide between human beings and nature,central to many hundreds of years of debate,seems lessened on a planet which appears to be ch
138、anging radically because of human actions and despite efforts to mitigate their consequences.Technological advances also blur the line between humans and the material world.Chatbots such as Amazons Alexa(a computer program that answers questions and delivers services through simulated conversations
139、on a smart home device)are designed to sound like a human being and to evoke conversational responses from its users.In the area of healthcare,robot nurses are starting to provide support to patients.They do not replace human caregiving,yet humans seem to be capable of forming very real attachments
140、to robots.Take the example of Zora,a French nursing robot:“Staff members have been continually surprised by how attached patients have become.One nurse said some patients get jealous of others spending time with Zora.Patients have told the robot things about their health they wouldnt share with doct
141、ors.”“It puts some cheerfulness in our lives here,”says Marlne Simon,70,who has been in hospital for more than a year.“We love her,and I miss her when I dont see her.I actually think about her quite often.”(New York Times,201813).In popular culture there are examples of a creeping anxiety that human
142、s may be increasingly difficult to distinguish from advancing forms of technology.Fictional worlds in movies such as Blade Runner 2049,Her,and Ex Machina challenge us to consider what makes us human,and how thin the line is,or might be,between ourselves and other forms of intelligence or forms of li
143、fe.The other forms of life could be modified humans already in the 20th century the idea of a cyborg(a human being with mechanical parts)ignited peoples imaginations with ideas of how a person could have some new physical or mental abilities beyond what humans are capable of.Nowadays there are discu
144、ssions around implanting microchips in humans which could enhance peoples lives,but which could also have negative consequences for people and society.Posthumanism and educationThe potential of adopting a posthumanist approach to education lies in asking the provocative question of what students can
145、 learn from confronting these unsettling ideas of a less well-defined separation between humans and technology.Key questions might be:How should we perceive our relationshipwith nature,given our extensive controlover,and engineering of,the environment?Posthumanist perspectives15Posthumanist perspect
146、ives What is our relationship with other animals,and are we very different from that whichwe eat,sell,care for,and co-exist with inthis world?What is the relation of our authenticselves to how we present ourselves tothe wider world through social networktechnologies?By moving away from the idea of h
147、uman experience being focal and dominant,posthumanism asks us to reconsider the limits,and in many cases the arrogance,of humanist assumptions.It challenges us to consider ourselves as an inseparable part of a greater whole,as beings that are influenced by(and have an influence upon)the rest of exis
148、tence,both personally and collectively as a species.Practical examples to consider from a posthumanist viewpoint are the implications of the use of robots and artificially intelligent tutors as a means of assisting both teachers and students.Driven by economic and social concerns such as the potenti
149、al for individual instruction through the use of personalised AI,computers and robots are being used experimentally as a means of“supporting learners”.The posthuman concern is not whether such tools are useful or not,but rather the issue of blurring the distinction between humans and technologies.In
150、 Japan17,for example,a concerted effort has been made to develop robots which can assist in classroom instruction,with over 500 expected to launch in language classes over the next year.In Finland16,such robots have been used to provide friendship and camaraderie.Principles and practice for a posthu
151、manist pedagogyAs a relatively complex concept with strong philosophical grounding,the precise means by which a posthuman perspective can be incorporated into teaching and learning is challenging.Many posthumanist concerns may still seem futuristic or implausible.However,others are already rooted in
152、 current educational practices and perspectives such as post-colonialism(see 2019 Innovating Pedagogy report for Decolonising learning)and feminism.For example,from a feminist perspective the commonly accepted idea of a stereotypical human being in many societies might exclude human beings who are n
153、ot white,masculine,wealthy,healthy and heterosexual.This then influences the debate about what it means to be human.Many opportunities for research and exploration exist for teachers and researchers,such as considering the impact of robot instructors upon students:how such instructors are perceived,
154、and why they are accepted or rejected by various student populations.An interesting recent example was Georgia Techs usage of an AI teaching assistant,Jill Watson18.Jill Watson was introduced as a means of reducing the load on human tutors of large numbers of easily-answered questions being asked by
155、 students.Jill took time to learn from interacting with students and offered some strange answers initially.Yet ultimately for the majority of students who asked questions,Jill was indistinguishable from a tutor.The rise of social media,avatars(moving figures representing people)and other technologi
156、cal innovations in education presents rather profound questions as to precisely how students should relate to these new forms of instruments and technologies.Avatars can include cartoon instructors that can be customised(as an example,see V14);teachers can create avatars in their own likeness,which
157、students(who can also create such avatars)interact with,listen to and respond to.Much educational research has focused on the relative effectiveness of such methods and technologies,but from a posthumanist viewpoint their use may also affect the dynamic relationship between teacher and student.So fa
158、r,we have limited evidence of how students will relate to such avatars:is the avatar a distinct being,a representation of the instructor,or something in-between?A posthumanist pedagogical perspective would also suggest asking students to consider these 16Innovating Pedagogy 2020problems directly,thr
159、ough questions such as:What principles can help distinguish increasingly-intelligent or representational forms of teaching assistant from teachers,students,and from the world around them?What is the role of the teacher,the student and perhaps even the human being,within a more complex world consisti
160、ng of social,material and artificial elements,all interacting and perhaps inseparable from one another?Does the work completed on our behalf and for our benefit by non-human instruments change the nature of knowledge and knowing?When a student uses smart tools to speed up substantially the process o
161、f writing an assignment,what are the long-term effects of such actions on the student,the learning process,or education?Looked at more broadly,anxiety and activism in the field of climate change,such as the school strikes movement pioneered by the Swedish teenager Greta Thunberg,provide evidence tha
162、t questions of our relation to,and effect upon,the world are topical for the younger generation.The real challenge for the future is understanding and defining what is real,and what it means to be real Traditional science fiction has written of the future as a bountiful and boundless world,with floa
163、ting cars and interplanetary travel,but it may be that the real challenge for the future is understanding and defining what is real,and what it means to be real.A posthuman approach can provide a framework from which these questions can be considered,in a critical and constructive manner.ConclusionP
164、osthumanism moves us beyond regarding humans as the central point of reference,towards perspectives which give more prominence to our relationship with the physical world and the increasingly dominant role of technology.An incessant drive towards technology adoption in education has left unanswered
165、many deep questions regarding the actual functions of such technology and its relationship with the people who spend so much time with it,and are therefore shaped by it.Adopting a posthumanist approach in education means confronting some unsettling ideas around less-well-defined separation between h
166、umans and technology,with the aim to enrich our understanding of ourselves and our world.17Posthumanist perspectivesOur relation to the world around usResources 12.Scholarly article on posthumanism:Bayne,S.(2018).Posthumanism:A Navigation Aid for Educators,On education:Journal for Research and Debat
167、e,no.2,September 2018.https:/ the robot caregiver:The New York Times,(2018)Meet Zora,the Robot Caregiver,The New York Times,November 23,Online.Available at:https:/ (Accessed:26/11/19).14.Speaking characters for education,from V:Voki.(2019)Voki Speaking Characters for Education Online.Available at:ht
168、tps:/ piece on avatars in education:Salkever,A.(2017)Avatars will soon upend the role of teachers and transform education,Market Watch,April 14,Online.Available at:https:/ (Accessed:26/11/19).16.Video on classroom robots in Finland:Robots are helping pupils to learn in Finland,(2018)YouTube video,ad
169、ded by euronews(in English)Online.Available at:https:/ on classroom robots in Japan:The Straits Times(Singapore),(2018),Japan classrooms to use AI robots to help teach English,The Straits Times,August 21,Available at:https:/ from Georgia Tech on AI teaching assistants:Lipko,H.(2016)Meet Jill Watson:
170、Georgia Techs first AI teaching assistant,Georgia Tech The Lifetime Learner,10 November Blog Available at:https:/pe.gatech.edu/blog/meet-jill-watson-georgia-techs-first-ai-teaching-assistant(Accessed:26/11/19).18Innovating Pedagogy 2020Learning through open dataUsing real-world data for personally r
171、elevant learningPotential impact:Medium Timescale:Medium In many countries,a wide range of interesting data sets are available in the public realm with open licences that allow them to be used and repurposed for learning.More than 250 national,local and city governments,and a growing range of global
172、 and local organisations are now sharing the data that they create and use in their work(World Bank,201727).There is the potential for this open data to be visible and usable by citizens,and many of these organisations are keen to see it used by the public.There are increasing possibilities to make
173、use of it in education.What does open data offer as material for learning and teaching?A key asset is authenticity.The data that is shared emerges from real processes occurring within important organisations.It is often data that is used in professional work that has a real impact on our lives and t
174、he world around us.The data can be very insightful,and it can be a starting point to understanding society by exploring how the data is produced,and the real world that it relates to.A second aspect of open data is its potential relevance to learners and their personal interests.Finally,open data ca
175、n offer opportunities for making a difference in the world around us:learners can identify issues through data that have relevance to local or even global communities.Engagement with authentic data and real-world issuesGiven the opportunities to use authentic,real world data there is an increasing o
176、nus on educators to use it in their teaching rather than imagined examples,making education meaningful and relevant to real world issues,rather than a more contrived activity.There have been great opportunities in education for students to engage with data via pedagogies that focus on solving or int
177、errogating real world problems.Many governmental bodies provide open data which students of civics and politics have used to interrogate and explore issues of governance and accountability.This allows students to build critical skills,and to engage with and impact directly on political debates.Censu
178、s datasets can inform subjects from statistics to sociology.A good example is A Scuola di OpenCoesione25,an Italian initiative which guides high school students to explore data on public funding awarded to building projects around their country and to develop projects that collaboratively evaluate t
179、he outcomes of the funding.Through this they learn about local politics and economics,and develop important skills by engaging with the people and documentation involved in these projects.Another initiative,the School of Data26,focuses on creating impact by teaching journalists,civil society organis
180、ations and activists to be able to use open data effectively in their work.They support data expeditions to explore important questions using open data sets.However,because all the data needed to answer the questions may not always be openly available,they also encourage the collection and sharing o
181、f new data.The trend towards open data is also reflected in open science,where open access to data can support reproducibility of research results,transparency and accountability.Learning with open data is also an important way to help build contemporary scientific literacy in all students such that
182、 they can be informed and engaged citizens.Scientists working via citizen science initiatives,in which the public help create data(for example,by sharing images of the night sky from their location),can publish their datasets online in publicly accessible formats 19Learning through open datathat can
183、 be used in classrooms.In this way,a culture of sharing and engagement develops between educational and professional settings.While data collection is a skill that many students should learn,constraints on time,location,or resources often mean that students cannot collect data themselves.Using open
184、data made available by researchers enables more advanced inquiries and avoids artificial textbook examples.Creating personally-relevant learning with shared data setsWhile open data can be big data(consisting of very large data sets),it can equally be very local and offer new ways to look at places
185、or issues that are important to learners.This has a strong motivational potential for learners who may want to understand what is happening in their local community,or how they or their class compare with others nearby or far away.Learners around the world can combine their local knowledge and share
186、 a learning experience in the same activity.For example,the activity can involve interpreting data about their countries educational statistics or health and comparing it to others.This type of activity is particularly suited to learning at scale through MOOCs(massive open online courses)or particip
187、ation in citizen inquiry initiatives that enable widespread involvement in science and empower citizens by helping them develop the reasoning and problem-solving skills used by scientists.Kaggle22 is an example of a data science platform and global community that combines open data sets and machine
188、learning(computer programs that build models from data).It facilitates programming competitions and challenges,and is for anyone who has access to the platform.Individuals and teams can tackle ambitious problems with potential real world impact such as improving airport security or optimising the de
189、sign of educational media to help children learn.Exploring how data is produced20Innovating Pedagogy 2020ChallengesSome of the challenges and requirements for using open data in learning are similar to those found for using big data in inquiry learning(see 2017 Innovating Pedagogy report).These incl
190、ude the development of data literacy skills and understanding the reliability and provenance of the data.Activities must be matched to the learners and the data available may put some constraints on this.Specific challenges with open data are often dependent on who has shared it and whether learning
191、 or public engagement has been considered as possible use cases.Open data has not necessarily been designed or released with these uses in mind.If activities are designed with awareness of the data source,then these challenges can become part of the learning.The large volume of open data sets now av
192、ailable can be overwhelming and educators can struggle with where to start.Google23 recently released its Dataset Search Engine as a service dedicated to cataloguing open data sets worldwide and making them easily searchable.Issues of data privacy are an ongoing concern.Care and expertise must go in
193、to the creation of open data sets to ensure that people cannot be identified even after it has been anonymised.A notable case was that of an open data set of anonymised Facebook28 activity of students in an unnamed university in the United States.Clues hinted that the university might be Harvard,and
194、 through further examination of metadata in the data set the actual identities of individual students could be discovered.The most mature open data services offer well documented data and additional resources to encourage learning with their open data.Some have helpful tools for basic exploration of
195、 the data built in to their websites.However,many other open data sets require substantial work before they can be used with students who do not have advanced skills in the use of data.There is work for educators and students to do if the full range of open data is to be suitable for educational pur
196、poses.In order to overcome barriers to using open data and engage the public,educators should collaborate more to share useful pedagogical examples from their practice.More collaboration is also needed between educators and data providers to highlight the availability of data sets and the powerful p
197、otential ways they can be used in education.The same Gapminder24 tools used here by Hans Rosling to give a keynote presentation are openly available and allow easy exploration of international data sets,in order to make comparisons and see changes over time21Learning through open dataResources19.Ope
198、n-licenced book which reports on a range of initiatives and teaching practices using open data:Atenas,J.&Havemann,L.(Eds.)(2015).Open data as Open Educational Resources:Case studies of emerging practice,London,Open Knowledge,Open Education Working Group.Available at:http:/dx.doi.org/10.6084/m9.figsh
199、are.1590031 (Accessed:26/11/19).20.An interview study of educators who use open data in their teaching,including the opportunities and challenges they see in using open data:Coughlan,T.(2019)The use of open data as a material for learning,Educational Technology Research and Development,Online.Availa
200、ble at:https:/ (Accessed:26/11/19).21.A free short course aimed at teachers,provided by European FOSTER project:Use Open Data in Teaching https:/www.fosteropenscience.eu/learning/use-open-data-in-teaching (Accessed 26/11/19).22.A wide range of open data sets are shared on Kaggle:https:/ data can be
201、found using Google Dataset Search:https:/ provides resources for teaching and learning using openly-licenced international data sets:https:/www.gapminder.org/25.A Scuola di OpenCoesione provides a structure and resources for school teachers and students to learn through projects that explore the use
202、 of public funding:http:/www.ascuoladiopencoesione.it/26.School of Data work to develop awareness and engagement with open data through online courses,fellowships,and local workshops:https:/schoolofdata.org/27.The World Bank offer a short introduction to open data and a toolkit of further resources:
203、The World Bank(2019)Open Data in 60 Seconds,The World Bank,Online.Available at:http:/opendatatoolkit.worldbank.org/en/open-data-in-60-seconds.html(Accessed:27/11/19).28.Article describing the ethical and practical challenges of releasing open data of a personal nature through an example of a data se
204、t released of Facebook profiles:Zimmer,M.(2010).“But the data is already public”:On the ethics of research in Facebook,Ethics and Information Technology,12(4),313325.doi:10.1007/s10676-010-9227-5.ConclusionBecause it is drawn from real world sources and reflects real issues,open data can provide an
205、authentic basis for learning activities.The breadth of available open data creates opportunities for personal relevance,as learners could find data about their local area,compare their country or region with the rest of the world,or explore an issue that they really care about.Engagement with open d
206、ata connects learners with a societal movement to encourage greater data literacy,transparency and evidence-based action.a culture of sharing and engagement develops between educational and professional settings 22Innovating Pedagogy 2020Ethical use of data in digital life and learning Potential imp
207、act:Medium Timescale:Ongoing The growing use of digital technologies in educational contexts is accompanied by an ever-increasing range of ethical questions concerning matters such as peoples rights to privacy,online safety and fair treatment,as well as their evolving obligations and responsibilitie
208、s.Ethics is defined as“a system of fundamental principles and universal values of right conduct”(Ifenthaler&Schumacher,201632)and as a way of evaluating actions by making judgements about what we and others do.Good ethical practice may be enshrined in codes of ethics and codes of conduct to be follo
209、wed,but ethical decisions are also made dynamically in response to circumstances.As new and complex technologies increasingly pervade all aspects of life,there are more situations in which timely ethical responses are needed.That is particularly the case in relation to systems that collect and share
210、 data about people and their online behaviours.Data ethics,an emerging branch of applied ethics,considers the value judgements we make and the actions we take when generating,analysing and disseminating such data.Big data and citizensWith the rising use of technology and extensive collection of big
211、data(large volumes of data)by organisations and governments alike,many people are concerned about the implications.For example,the fact that personal data may be shared across computer systems and online platforms leads to questions such as who owns the data,how the data may be interpreted,and how u
212、ser privacy should be protected.Data from various sources,such as health,social media,and education may be linked and on that basis,conclusions may be drawn about individuals or groups.As covered widely in the media,there is an increased alertness that companies,organisations,and governments are act
213、ively analysing,mining,and combining data either with,or without,the permission or awareness of users.Recent incidents of data harvesting Engaging with data ethicsSurveillance23Engaging with data ethics(companies obtaining user data from online platforms or apps and using it for their own commercial
214、 purposes)have highlighted that users of digital media have been profiled without their awareness of this taking place.If we believe that people should determine for themselves when,how,and to what extent information about them is communicated to others,then such practices are ethically unacceptable
215、.In the well-documented Cambridge Analytica scandal31,Facebook handed data from 87 million users over to this company.Cambridge Analytica used Facebook and other consumer data to psychologically profile individuals.This data was subsequently used to profile voters for elections,and micro-target spec
216、ific news feeds and advertisements matching their psychological profile.Apparently even individuals who did not have a Facebook account could still be psychologically profiled,as many websites include Facebook logos and cookies,that also allowed non-Facebook members to be tracked.As argued by Isaak
217、and Hanna(2018,p.58)31.“The public must be able to learn the types of data being collected by any website or other electronic means,what data is retained,how it is used,and what is shared with third parties(directly or indirectly).The same information must be available from those third parties.”Seve
218、ral recently reported data leaks of customer data from Sony and British Airways,and foreign governments actively“influencing”beliefs and political views by using social media data have highlighted that even when people may be aware of the benefits and risks of their online and offline presence,data
219、techniques are commonly used to profile people with and without their awareness.All citizens should understand the emerging ethical issues,but there is a special moral responsibility to engage with them widely in education to identify,understand and debate the issues,and to propose actions to addres
220、s them.Ethics in education and digital learningSchools and other educational institutions instil values in their students and support moral development.The use of digital technologies in life and learning has introduced many new scenarios and ethical dilemmas that need to be considered,for example h
221、ow to deal with issues arising from use of social media in education.At Maastricht University in the Netherlands students are given formal lessons in social media technology and the benefits and risks of their public profiles,yet at most institutions there is still no formal training for students or
222、 teachers in these matters.In cultures where there is 24/7 social media use,knowing how data is used and understanding the ethical and privacy implications is more vital than ever before.In the early days of the Internet,guidelines for good online conduct and communication were developed in the form
223、 of rules of netiquette,and these were quickly adopted in educational settings.Later,there was interest in defining acceptable use and sharing of online resources.In the current era of big data,students need to better understand how their data might be used and the possible consequences;for example,
224、a university might be capturing how often students access their Virtual Learning Environment(VLE)or tracking their online interactions with other students.Ethical questions include who owns the data from learners and teachers,who can and cannot use this data,and why.Engaging with ethics can help ins
225、titutions develop new learning cultures in the digital age.This begins with discussions about relevant open questions,such as the following:What is the role of educational institutions in protecting students privacy?How should ownership of data be decided and by whom?How should teachers and students
226、 learn about how to work safely online?Educational institutions deal with ethical issues in unique ways.For example,The Open University,UK(OU)publishes its policy 24Innovating Pedagogy 2020on ethical use of student data for learning analytics(i.e.the collection and analysis of data generated during
227、the learning process in order to improve the quality of learning and teaching)and obtains consent from students to use and analyse such data.It explicitly does not analyse data from third-party systems like Facebook,even though students actively use these systems to share their educational experienc
228、es.Global guidelines for ethics in learning analytics have recently been launched by the International Council for Open and Distance Education,building on initial experiences from the OU.Teaching how to engage with ethicsIn most ethics courses and module units taught in higher education,ethical inst
229、ruction typically focuses on the legal component of ethical dilemmas.Legal aspects have been widely researched,however much less is known about how students can move from understanding ethical principles to adopting appropriate attitudes and behaviours.One way to prepare learners for a changing worl
230、d of ethics and privacy is(perhaps controversially)to embrace digital technology.For example,at the University of Technology Sydney a MOOC(massive open online course)on connecting your student data allows learners to play with their own data and learn what the limitations of sharing may be.By workin
231、g with data and discussing different practices,learners are actively engaged with ethics in a digital environment.Similarly,a range of MOOCs provided by the University of Michigan on Data Science Ethics and Privacy,Reputation,and Identity in a Digital Age,provide opportunities to learn how to effect
232、ively engage in a global connected world.An additional added benefit of these kinds of MOOCs may be the opportunity to learn from diverse,cross-cultural perspectives on fairness,privacy,and ownership of data,as many MOOCs have learners from across the globe and enable them to work together.In cultur
233、es where there is 24/7 social media use,knowing how data is used and understanding the ethical and privacy implications is more vital than ever before ConclusionWith the rise of digital technologies and data mining from large organisations there is increased pressure on educational institutions to s
234、tart to develop policies and effective training,and support teachers and learners in how to deal with the complex ethical and privacy concerns.As highlighted in this section(and in the section on AI in Education in this report)there is an emergence of good practice across the globe showing how educa
235、tors are trying to teach students to become good digital citizens.However,many of these initiatives seem mostly on a small scale,and often focus on legal narratives rather than moral imperatives.Teachers and other education practitioners can actively engage their students with ethics by presenting a
236、uthentic case-studies and giving opportunities for active discussion,ideally with people from different cultural settings and backgrounds.Only by engaging with ethics can we learn that our own mindset might not necessarily be shared by others.25Engaging with data ethicsResources29.Short article in t
237、he Stanford Encyclopedia of Philosophy:Sullins,J.(2019)Information Technology and Moral Values,The Stanford Encyclopedia of Philosophy,vol.Summer 2019 Online Available at:https:/plato.stanford.edu/entries/it-moral-values/(Accessed:26/11/19).30.Blog post on OECD Science and Technology website:de Brog
238、lie,C.(2016)We need to talk about digital ethics,OECD Better Policies for Better Lives,Blog.Available at:http:/www.oecd.org/science/we-need-to-talk-about-digital-ethics.htm (Accessed:26/11/19).31.Critical review of privacy and user data following the Cambridge Analytica data harvesting revelations i
239、n 2018:Isaak,J.,&Hanna,M.J.(2018).User Data Privacy:Facebook,Cambridge Analytica,and Privacy Protection,Computer,51(8),5659,Online.Available at:https:/ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8436400(Accessed:2/12/19).32.Experimental design online laboratory study of 330 students reflections on
240、data analytics:Ifenthaler,D.,&Schumacher,C.(2016).Student perceptions of privacy principles for learning analytics,Educational Technology Research and Development,64(5),923938,Online.Available at:https:/ (Accessed:26/11/19).33.Review of privacy of 400+academic outputs:Smith,H.J.,Dinev,T.,&Xu,H.(2011
241、).Information privacy research:an interdisciplinary review,MIS Quarterly,35(4),989-1016,Online.Available at:https:/ (Accessed:29/11/19).34.How to teach ethics?Cameron,R.A.,&OLeary,C.(2015).Improving Ethical Attitudes or Simply Teaching Ethical Codes?The Reality of Accounting Ethics Education,Account
242、ing Education,vol.24(4),pp.275-290.doi:10.1080/09639284.2015.1036893,Online.Available at:https:/ institutions are dealing with student data(policy example from The Open University,UK):The Open University(2019):Ethical use of Student Data for Learning Analytics,Milton Keynes,Online.Available at:http:
243、/www.open.ac.uk/students/charter/essential-documents/ethical-use-student-data-learning-analytics-policy(Accessed:26/11/19).36.Global Guidelines on Ethics in Learning Analytics,from the International Council for Open and Distance Education(ICDE):ICDE(2019):Global guidelines:Ethics in Learning Analyti
244、cs,Oslo,Online.Available at:https:/www.icde.org/knowledge-hub/the-aim-of-the-guidelines-is-to-identify-which-core-principles-relating-to-ethics-are-core-to-all-and-where-there-is-legitimate-differentiation-due-to-separate-legal-or-more-broadly-cultural-environments (Accessed:26/11/19).37.Introductio
245、n to a special issue of the academic journal Studies in Philosophy,Philosophies of Digital Pedagogy:Lewin,D.&Lundie,D.(2016),Philosophies of Digital Pedagogy,Studies in Philosophy and Education,vol.35,no.235 Online.Available at:https:/ Pedagogy 2020Addressing injustices in lives and societyPotential
246、 impact:Medium Timescale:Ongoing Social justice pedagogy is founded on the idea that education can be liberating and can help people address injustices in their own lives and in society.It aims to educate and enable students to become active citizens who understand social inequalities and can contri
247、bute to making society more democratic and egalitarian.To achieve that,systems of power,dominance,privilege or oppression may be critically explored with students.They may also be encouraged to engage with processes of activism such as public conversations,dialogue,protests,vigils,community events o
248、r voting.BackgroundIn the 1970s Brazilian educator Paulo Freire proposed a pedagogy of the oppressed.He described how people who were marginalised or exploited should develop their critical powers and ability to engage in dialogue,so that they could identify and start to address the problems or chal
249、lenges they saw around them in their daily lives and work.Freire believed that teaching and learning are political acts.Social justice pedagogy follows this tradition as it is concerned with injustices in the modern world.For example,it may be argued that injustices arise from the effects of global
250、warming,since an increase in floods,droughts,heatwaves and cyclones leads to poverty and disease that mostly affect those who are already worst off in the world.Another common injustice is that people from economically disadvantaged backgrounds tend to have less access to education and their aspirat
251、ions remain unfulfilled.Similarly,girls and women across the world are less likely to have opportunities to participate in education,which limits their choices in life and work.Social justice pedagogy has its foundations in critical pedagogy which is based on the premise of examining how knowledge i
252、s produced and by whom,and to question dominant opinions and assumptions.We might question a commonly held perspective on an issue and find that a different perspective emerges when newly discovered factors are considered;for example,assumptions about widespread educational opportunities may be ques
253、tioned when such opportunities are found to be limited for people from a certain ethnic background.In addition,working with groups or communities whose views had not previously been taken into account may create greater awareness of issues alongside positive actions for change.Strategies and benefit
254、sEducators committed to social justice do their best to treat all students in a caring and dignified way and to value peoples unique experiences and perspectives.They advocate fair distribution of learning resources and a commitment to methods that allow full participation by all.Social justice peda
255、gogy stresses the importance of involving and engaging students at various stages of the curriculum-building education process.For example,if teachers construct a curriculum together with students,the students voices can be heard,and it is more likely their needs can be met.Learning about who your s
256、tudents are in terms of their respective communities or cultures and embracing what your students already know by implementing it into the curriculum allows teachers to build new knowledge alongside their students.In higher education and teacher education,exploring curricular theories from the likes
257、 of John Dewey(philosopher and educational reformer)or bell hooks(feminist and social activist)can be used to better understand ourselves and each other.Through exploring theories students begin to come to terms with the ways that their own educational experience may have been oppressive,while think
258、ing Social justice pedagogy27Social justice pedagogythrough solutions for not repeating such cycles once they step into the classroom.If a social justice issue is the focus of the class(for example,exploring growing up in a culture of white supremacy),then another specific strategy to encourage stud
259、ent participation is appropriate self-disclosure on the part of the teacher,who sets the scene for a discussion by recounting a relevant personal experience,their reaction to it,and modelling how they were able to reflect on that experience.By being honest about who you are and encouraging students
260、to question everything(including your teaching),makes it more likely that students will be willing to open up about their own experiences,feelings and thinking processes.This leads to greater engagement and contribution on their part,which in turn can enhance understanding.However,this has to be don
261、e in a very safe educational environment,for the sake of both teachers and students.Examples from practiceIn an example of a mathematics lesson that made links to social justice pedagogy,a class looked at how neighbourhood resources were related to income.They were asked to find the number of grocer
262、y stores within a 2-mile radius of certain schools.They then considered the implications of their findings,e.g.whether more grocery stores could mean it was a wealthier neighbourhood with more available food choices to the populations living there.In an example of practice in the language classroom,
263、social justice can be addressed though discussion of themes such as national stereotypes or language learning opportunities for children around the world.Apart from highlighting social issues,a social justice approach can also give more power to the learners.In one example,a college teacher in a Com
264、munication department told the class that the students would be doing some of the teaching:the students brought their knowledge and lived experience of hip-hop culture,while the teacher supported this by providing relevant academic readings and theory about hip-hop.Social justice pedagogy may also i
265、nvolve paying attention to how sub-cultures,marginalised groups or under-represented people are portrayed in published learning materials and in the wider context of local and global media.Since published materials play an important part in education,and since materials can come from many sources in
266、cluding the vast resources of the internet,developing learners media literacy can be considered a vital component of social justice pedagogy.Students can be encouraged to find published pieces or recordings from diverse perspectives,to critique information from various sources,and to produce their o
267、wn content that explores or reflects their own position.They might explore public dialogue on social media and contribute their views to it.They might also participate in community events and protests or express their views through voting and signing petitions.Barriers and challengesSocial justice i
268、s partly about removing barriers,yet institutional barriers and student resistance may stand in the way of realising a social justice pedagogy.The philosopher Ivan Illich argued that school structures were oppressive and should be replaced by more self-directed,informal education.Schools,colleges an
269、d universities can be inflexible,and systems of assessment(especially formal examinations)can act as a barrier preventing people from participating in education.Issues of social justice can provoke emotional responses ranging from silence to anger and exchanges of views that may offend some particip
270、ants.Most people want to be fair and just towards others,but sometimes it is difficult to do this in practice,or their unconscious attitudes get in the way.For individuals,the process of thinking about how they came to know what they know,and what they think about what they know,can be very challeng
271、ing.Specific teacher education may be required,to encourage and prepare teachers to adopt a social justice pedagogy and to deal with how the approach may play out in class.28Innovating Pedagogy 2020 developing learners media literacy can be considered a vital component of social justice pedagogy Res
272、ources38.Short article in Education Week that includes some social justice-based strategies:Belle,C.(2019)What is social justice education anyway?,Education Week,23 January,Online.Available at:https:/www.edweek.org/ew/articles/2019/01/23/what-is-social-justice-education-anyway.html(Accessed:26/11/19
273、).39.A blog post about teaching social justice in the language classroom:Robin,R.(2019)social Justice in the Language Classroom,Creative ASL Teaching,6 August,Blog.Available at:https:/ Talk by National Teacher of the Year Sydney Chaffee,available on YouTube:Social justice belongs in our schools,16 F
274、ebruary 2018,YouTube video,added by TEDx Talks,Online.Available at:https:/ of critical pedagogy and social justice pedagogy:Breunig,M.(2016).Critical and social justice pedagogies in practice,In M.A.Peters et al.(Eds.)Encyclopaedia of educational philosophy and theory,Singapore,Springer,Online.Avail
275、able at:http:/ (Accessed:27/11/19).42.Article on critical and socially just literacy for pre-service teachers:Cumming-Potvin,W.(2009)Social justice,pedagogy and multiliteracies:Developing communities of practice for teacher education,Australian Journal of Teacher Education,vol.34(3),Iss.3.DOI:10.142
276、21/ajte.2009v34n3.4,Online.Available at:https:/ro.ecu.edu.au/ajte/vol34/iss3/4/(Accessed:27/11/19).43.Perspectives on the value of including social justice issues in an MBA curriculum:Slade,S.,Galpin,F.and Prinsloo,P.(2011)Social justice and a distance education business education curriculum:unlikel
277、y bedfellows?Internationalisation and Social Justice:the Role of Open,Distance and e-Learning,pp.2528,September 2011,Cambridge,Online.Available at:http:/oro.open.ac.uk/31280/(Accessed:27/11/19).44.Article on the ideal pupil and how some learners can become marginalised on the basis of gender and soc
278、ial class:Hempel-Jorgensen,A.(2015)Working class girls and child-centred pedagogy:what are the implications developing socially just pedagogy?,International Studies in Sociology of Education,vol.25(2)pp.132149.Online.Available at:http:/oro.open.ac.uk/42606/(Accessed:27/11/19).A protest29EsportsLearn
279、ing and teaching through competitive virtual gaming Potential impact:Medium Timescale:OngoingEsports(e-sports,or electronic sports)are a form of competitive video gaming which is broadcast and played on the Internet.Popular forms of esports involve games such as Fortnite,Call of Duty and FIFA.They t
280、end to be sports simulations,first-person shooter games(i.e.weapon-based combat where the player experiences the action through the eyes of the main character)or real-time strategy games.Other variations of esports include online gaming platforms such as Zwift which enables people to complete a real
281、-life training programme for cycling and running,whilst interacting and competing with others around the world through an online virtual game.Esports can be played by individuals or teams.It is common for online clubs to set up their own teams of online players that compete in tournaments around the
282、 world in different disciplines.The online platform used for large esports tournaments and for those streaming their gaming strategies is the streaming service Twitch45.The Twitch platform makes it possible to broadcast gameplay live from anywhere in the world.As such,esports have become popular amo
283、ng both those participating in the gameplay and the spectators watching the game unfold online.There are also ongoing developments regarding the combination of virtual reality and esports which could enhance the immersive and physical experience of sports gaming.Esports has become a global activity
284、and offers both an opportunity for leisure and the possibility for educational activities.Physical activity and esportsEsports are a relatively new activity in education.Therefore,there is limited knowledge or experience of how they can be applied in a teaching and learning context.Nonetheless,they
285、illustrate one innovative possibility to reach young people and connect them to virtual sporting activities.This might induce growing interest to partake in sports themselves.For example,some sports-based video gamers have become professional riders/drivers or athletes in a real-life context.Esports
286、 are classed in some universities as an official sport and scholarships are provided to collegiate esports athletes.Sports based video games and online games have been used in school subjects such as physical education(PE)to support students understanding of movement,different rules or techniques of
287、 sports and games,and as a teaching aid.An example is the use of exergames(exercise or fitness-based video games such as Just Dance played on consoles such as the Wii Fit),in which example exercises such as dance steps are projected onto a wall or screen and players follow them on a special mat with
288、 foot-activated sensors.A study conducted in secondary schools in the UK exploring the use of the dance mat exergame found that whilst students did not significantly increase their physical activity,their reaction times,coordination and mathematics skills improved(Burges Watson et al,201651).A combi
289、nation of cognitive,motivational,strategic and mimetic(imitation or mimicry)skills developed through different types of esports can also be a way of enhancing digital literacy.Put differently,those undertaking esports may develop their ability to find,evaluate and compose information in digital envi
290、ronments through playing and watching esports.Furthermore,the North American Scholastic Esports Federation46 found that creating esports clubs in schools meant that students were actively participating in activities,making friends and socialising with one another.Therefore,esports can not only be a
291、fun activity to support learning in content areas,such as sport and PE,but also a pedagogical basis for supporting digital literacy,socialisation and teamwork.Esports30Innovating Pedagogy 2020Online platforms supporting esports example of TwitchThere is something to be learned from how esports are p
292、resented in online platforms such as Twitch.There is much more to this online platform than just streaming video game tutorials.It also acts as a site for amateur online instruction,delivery,the emergence of online communities,socialisation and participation.Game software development is one of the m
293、ost recent forms of learning which takes place on the platform.Furthermore,In Real Life(IRL)is one of the fastest-growing categories on Twitch47,49 which is not linked to a video game at all.It is a space where streamers invite viewers into their everyday lives,creating opportunities for the public
294、to interact with them in real-time situations.For example,some groups host science-themed Question and Answer(Q&A)sessions during esports battles to entertain and educate their viewers.Others teach users how to do computer programming,mathematics or cooking techniques.As such,Twitch has become a sit
295、e for both formal and informal learning.In a teaching and learning context,allowing students to create their own videos of gaming strategies or how to perform a skill or movement(e.g.a golf swing)challenges students to think about the structure of the video,the visual representation of content and h
296、ow they convey their understanding of the activity to others.Esport platforms such as Twitch also allow for recording of group activities.Groups of students could plan,record and disseminate projects for a teacher or instructor to observe,comment on or assess even when they are not physically presen
297、t.From a teacher or tutors perspective,and drawing upon the broader principles of gamification,Twitch could be used to create and disseminate learning materials using game principles(i.e.having levels,items to collect,problems to solve).Therefore,the platform can be used to create learning resources
298、 and engaging learning environments for students at a distance.Similar to other asynchronous video platforms such as YouTube,Twitch represents a learning environment in which the content has been created and has evolved from the ground up(i.e.developed for and adopted by gamers rather than organisat
299、ions).It has created a space of opportunity for novice through to expert instructors to educate mass,global audiences in real-time over the Internet.This contrasts with the traditional structure whereby professional instructors or companies create content to be streamed.This makes Twitch particularl
300、y interesting from a distance-and online-learning point of view because the learning that takes place comes from informal,group guidance as opposed to more directed and structured forms of teaching or training.In addition,Twitch enables interaction and communication between teachers and learners,and
301、 among learners through live verbal or written chat.Thus,the video-based learning environment can be beneficial for those looking to improve their problem solving,communication skills and instructional techniques.Streaming media from platforms such as Twitch may help massive open online course(MOOC)
302、experiences to become more organic and participatory.The ability to provide live video and audio broadcasting,and synchronous and asynchronous chat in online forums,means that the possibility of reaching more students in a distance education setting could be achieved.Content can act as A group of pe
303、ople playing online games31a source of open education where students can interact and engage with the instructor or other learners if they wish,or they can just observe.Connecting learning content with gaming situations that students find engaging and interesting can be key to ensuring that esports
304、content,teaching and learning are connected.For example,many esports games produce statistics at the end of a period of play,such as time taken,items collected,accuracy percentages,etc.Students could decode the endgame numbers and run probability formulas to increase win rates for certain players.Da
305、ta from the end of esports games could be used to apply mathematical or statistical equations in order to suggest strategies to improve performance.ChallengesConcerns for using esports and associated platforms in an educational setting include the lack of real physical activity or development of cor
306、e physical skills,and the lack of organisational and financial structures for esports to be used pedagogically in schools.The online nature of esports means that students would need access to the Internet to either observe or participate and the skills of teachers to deploy the games into their subj
307、ect content.Ensuring that esports are used to obtain educational outcomes and not just as a source of entertainment is a challenge for teachers and educators.skills developed through different types of esports can also be a way of enhancing digital literacy ConclusionThere are a variety of different
308、 types of esports that are played online.They can be viewed and streamed through online networks such as Twitch.These virtual platforms can have benefits for teaching and learning such as creation of online collaborative communities,enhancement of digital literacy,improvement of reaction times and c
309、oordination.If there is a desire to create more meaningful and engaging learning experiences for students,esports could be a way to support education.More specifically,the use of esports can aid students exploration of an activity or movement and act as a teaching aid.Further investigation of esport
310、s in educational settings is needed to ensure that the use of virtual gaming supports educational outcomes.A person playing a computer-based gameA person wearing a virtual reality headset and playing a racing gameEsports32Innovating Pedagogy 2020Resources45.Blog post from US Professor about Teaching
311、 on Twitch:Salomone,M.(2018)Teaching on Twitch,Matt Salomone Mathematics,Quantitative Literacy,Learning,28 September,Blog.Available at:http:/ post from North America Scholastic Esports Federation:NASEF.(2018)Why should educators embrace eSports?North America Scholastic Esports Federation(NASEF),30 O
312、ctober,Blog.Abailable at:https:/www.esportsfed.org/news/blog/why-should-educators-embrace-esports/(Accessed:27/1/19).47.From Lifehacker UK How to find great Twitch streams for learning new skills and improving your life:Murphy,D.(2018)How to find great Twitch sreats for learning new skills and impro
313、ving your life,Lifehacker,12 December,Online.Available at:https:/ SmartBrief news Leveling up pedagogy though eSports:Brown,K.(2019)Level up pedagogy through esports,SmartBrief,23 July,Online.Available at:https:/ article examining the learning effects of live streaming video game instruction over Tw
314、itch:Payne,K.,Keith,M.J.,Schuetzler,R.M.,Giboney,J.S.(2017)Examining the learning effects of live streaming video game instruction over Twitch,Computers in Human Behaviour,vol.77,pp.95109,Online.Available at:https:/ (Accessed:27/1/19).50.A BBC video looking at why esports is being used in schools an
315、d universities:Why esports is being taught in schools and universities(14 October 2019)BBC video,BBC News,Online.Available at:https:/www.bbc.co.uk/news/av/uk-england-london-50049505/why-esports-is-being-taught-in-schools-and-universities(Accessed:27/1/19).51.Academic article exploring promotion of p
316、hysical activity with a school-based dance mat exergaming intervention:Burges Watson,D.,Adams,J.,Azevedo,L.B.,Haighton,C.(2016)Promoting physical activity with a school-based fance mat exergaming intervention:qualitative findings from a natural experiment,BMC Public Health,vol.16,no.609,doi:10.1186/
317、s12889-016-3308-2,Online.Available at:https:/ article of gamers transition to professional driving:Esports Series.(2019)Esports star Enzo Bonito defeats racing heroes at 2019 Race of Champions,Esports Series,21 January,Online.Available at:https:/ scholarships at universities:Nelius,J.(2019)What its
318、like to go to college on an esports scholarship,PC Gamer,30 September,Online.Available at:https:/ exploring the combination of virtual reality and esports:Miah,A.(2019)Esports is the future of all sports heres why,The Conversation,22 October,Online.Available at:http:/ and interacting with short anim
319、ations Potential impact:Medium Timescale:OngoingA picture is worth a thousand words,and an animation is worth a thousand pictures or is it?The idea behind learning from animations is that some topics are hard to teach through text or static pictures.Such topics include processes showing:Movement(e.g
320、.how molecules diffusethrough a liquid)Dynamics(e.g.how the heart pumpsblood)Speed(e.g.how light travels throughspace)Procedures(e.g.how to tie a bandage)Steps in solving a problem(e.g.how tosolve an equation)Transformations(e.g.a person blushing).Animations can reveal processes that are too fast fo
321、r learners to follow,or too small to see.They can show how an expert tackles a difficult problem through a worked example.They can also show abstractions from the real world,such as an animated weather map showing changes in air pressure,the growth of a city,or how sounds are produced in the human m
322、outh,throat and nose.When learning from animations,students watch short animated movies showing these dynamic processes and may be able to control the animation to pause it,fast-forward or rewind.Principles of learning from animationsTwenty years of research into learning from animations has shown w
323、hen they are helpful and how to design successful educational animations.Studies have shown that animations are better than pictures when they are well-designed;they teach processes or skills,and students are in control.There are three basic principles of how people learn from animations:We actively
324、 process information,byselecting,organising and integrating thoseparts of an animation that are relevant towhat is being taught We respond to different modalities(visual,auditory)in different ways Our ability to process information is limitedby short term memory(working memory).What this means is th
325、at animations need to be carefully designed to help students process the relevant information(and ignore distracting parts),to link vision and sound,and to make sure that students are not overloaded and have time to reflect on what they have learned.Some studies have shown that photo-realistic anima
326、tions can be more effective than cartoon ones.A meta-analysis comparing 26 studies of dynamic versus static visualisations shows a moderate advantage for animations over static pictures64.However,there is a greater advantage when the animations are highly realistic.The value of adding sound to anima
327、tions is complicated.If the same information is given in the animation and on the soundtrack,a students attention can be split.But relevant sounds,such as a beating heart,can add realism.Is a 3-dimensional(3-D)animation better than a 2-D one?65 It depends on the student.Students with a good spatial
328、ability(who can understand and reason about objects in three dimensions)benefit from 3-D models,but those with poor spatial ability can get mental overload when trying to make sense of the model.Learning from animationsLearning from animations34Innovating Pedagogy 2020A teacher who adopts animations
329、 in the classroom first needs to choose good examples to show,based on the design principles above.Then,the teacher might show the animation to the class and describe what it is teaching.Next,each student should have an opportunity to watch and interact with the animated sequence,at least three or f
330、our times.If the animation shows a process,then the teacher should encourage each student to describe it in words.If it shows the steps in solving a problem,then the students should be given further problems to solve and should be able to refer back to the example solution if needed.How to design a
331、good educational animationSome early research studies showed that animations were no better than textbook pictures,but recent work has focused on the conditions that make animations successful as tools for learning.The main aim is for a student to form an accurate mental model of a dynamic process.T
332、hus,to design a good animation involves the following steps:1.Analyse the dynamics of what is being taught whats important to understand and what can be ignored.2.Choose appropriate graphic elements to show the processes and relationships or properties.3.Decide how to present the main events or proc
333、esses.4.Devise the sequence of events and how that will be presented from which angle,in what colours,at what speed.5.Determine when to add pauses if it is a long animation.6.Choose what will be included,highlighted and zoomed,so the learner can see the crucial information and how the processes work.7.Consider adding relevant sounds,but not distracting music.8.Devise an optional spoken narration t