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1、Innovating Pedagogy 2023Exploring new forms of teaching,learning and assessment,to guide educators and policy makersAgnes Kukulska-Hulme,Carina Bossu,Koula Charitonos,Tim Coughlan,Andrew Deacon,Nawaal Deane,Rebecca Ferguson,Christothea Herodotou,Cheng-Wen Huang,Tabisa Mayisela,Irina Rets,Julia Sarge
2、nt,Eileen Scanlon,Janet Small,Sukaina Walji,Martin Weller,Denise WhitelockOpen University Innovation Report 11Institute of Educational Technology,The Open University Walton Hall,Milton Keynes,MK7 6AA,United KingdomCentre for Innovation in Learning and Teaching(CILT),University of Cape Town,North Lan
3、e,Rondebosch,Cape Town,7701,South AfricaISBN 978-1-4730-3902-5Text and design The Open University 2023This report published 2023 First 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
4、Creative Commons Attribution-NonCommercial 3.0 Unported Licence(CC BY-NC 3.0)to copy,redistribute,remix,transform and build upon this report freely,provided that attribution is made as illustrated in the citation below.You may make changes in any reasonable manner,as long as you indicate that you ha
5、ve done so and do not imply that the licensor endorses you or your use,and that you do not use the material for commercial purposes.To view a copy of this licence,visit creativecommons.org/licenses/by-nc/3.0/Edited and typeset by The Open University Cover photo by Desola Lanre-Ologun on UnsplashPict
6、ure credits:Grateful acknowledgement is made to the following sources:Page 9:Photo by Steve Johnson on UnsplashPage 10:Photo by Boitumelo Phetla on UnsplashPage 13:Photo by Greg Rakozy on UnsplashPage 19:Image by Digital Media Unit,Centre for Innovation in Learning and Teaching,UCT.Licensed under a
7、Creative Commons Attribution Non-Commercial 2.0 Generic(CC BY-NC 2.0)license,https:/creativecommons.org/licenses/by-nc/2.0/Page 23:Photo by C on UnsplashPage 28:Photo by Bruno Cervera on UnsplashPage 30:Photo by Irina Rets.Reproduced with permissionPage 33:Photo by cottonbro studio from PexelsPage 3
8、4:Image by Dom Jordan,courtesy of Mike Collins.Reproduced with permissionPage 37:Photo by COD Newsroom from Flickr.Licensed under a Creative Commons Attribution 2.0 Generic(CC BY 2.0)license,https:/creativecommons.org/licenses/by/2.0/Page 41:Photo by C on UnsplashPage 47:Image by Gerd Altmann from P
9、ixabayPage 51:Photo by Helena Lopes on UnsplashEvery effort has been made to contact copyright holders.If any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.Suggested citation:Kukulska-Hulme,A.,Bossu,C.,Charitonos,K.,Coug
10、hlan,T.,Deacon,A.,Deane,N.,Ferguson,R.,Herodotou,C.,Huang,C-W.,Mayisela,T.,Rets,I.,Sargent,J.,Scanlon,E.,Small,J.,Walji,S.,Weller,M.,&Whitelock,D.(2023).Innovating Pedagogy 2023:Open University Innovation Report 11.Milton Keynes:The Open University.ContentsExecutive summary 1Introduction 6Pedagogies
11、 using AI tools 8Using AI tools such as ChatGPT to support teaching and learning Metaverse for education 13Educational opportunities through fully immersive 3D environmentsMultimodal pedagogy 18Enhancing learning by diversifying communication and representationSeeing yourself in the curriculum 22Ped
12、agogies enabling students to see themselves in the curriculumPedagogy of care in digitally mediated settings 28Prioritising the well-being and development of studentsPodcasts as pedagogy 32Embedding podcasts in teaching and learning practicesChallenge-based learning 37Rising to challenges to benefit
13、 individuals and societiesEntrepreneurial education 41Students as change agents in societyRelational pedagogies 45Working relationally in and across disciplinary and professional boundariesEntangled pedagogies of learning spaces 50Connecting technology,pedagogy and all elements of a learning context
14、1Executive summaryExecutive summaryThis series of reports explores new forms of teaching,learning,and assessment for an interactive world,to guide teachers and policy makers in productive innovation.This eleventh report proposes another ten innovations.They are already in currency but have the poten
15、tial to exert a more profound influence on education.To produce the report,a group of academics at the Institute of Educational Technology at The Open University,UK,collaborated with researchers from the Centre for Innovation in Learning and Teaching at the University of Cape Town,South Africa.A lon
16、g list of pedagogical innovations was proposed by the authors and then,through a process involving critique,research,and voting,pared down to ten that have the potential to provoke major shifts in educational practice.Finally,ten sketches of these innovative pedagogies were compiled,based on a revie
17、w of published studies and other sources,and these are summarised below.1 Pedagogies using AI tools The emergence of generative AI tools,such as ChatGPT-4,has the potential to transform education practices.These tools can create content,including text and images,and are increasingly being integrated
18、 into various educational tools and platforms.However,they also present challenges and raise important issues that need to be addressed.Generative AI tools have been trained using vast datasets from the internet,enabling them to produce text that resembles human-generated content.Despite their impre
19、ssive capabilities,they still have limitations,such as social bias and occasional factual inaccuracies.The range of generative AI tools is expanding rapidly,with applications in areas like presentations,article summarisation and image generation.These tools can serve as personal tutors,collaboration
20、 coaches,study buddies,or exploratoriums,providing learners with individualised support,facilitating group work,assisting in comprehension,and enabling data exploration.Furthermore,AI tools in education extend beyond generative AI,encompassing chatbots and artificial assistants that can enhance lang
21、uage learning,provide personalised guidance,and support cognitive processes.As these AI tools become more prevalent,there is a need to train students in their effective use,consider ethical implications,and reconsider assessment practices to accommodate their capabilities.2 Metaverse for education T
22、he Metaverse is a 3D virtual reality version of the internet that allows users to interact with each other through avatars.While the concept has been around for some time,recent investments in the Metaverse have brought it to the forefront of technological advancements.The Metaverse consists of onli
23、ne connected 3D worlds accessed through virtual reality(VR)headsets.Users can come together in a virtual world to collaborate and conduct any kind of permitted activity.Educational uses of the Metaverse have been proposed,including a new social communication space,with a high degree of freedom and i
24、mmersion in a virtual world.While the implementation of the Metaverse is still in its early days,ten US universities have created metaversities that developed digital campuses for learning through virtual reality.The use of the Metaverse in education has been primarily focused on STEM subjects,where
25、 it has been used for modelling systems and conducting experiments.The Covid-19 pandemic and the subsequent shift to online learning have increased interest in virtual worlds.While the Metaverse offers educational potential,there are challenges and concerns,including technical and accessibility issu
26、es and concerns over privacy and security.2Innovating Pedagogy 20233 Multimodal pedagogyMultimodal pedagogy is an approach to teaching that focuses on using different modes of communication such as words,images,sounds,and gestures to facilitate learning.It is gaining popularity due to social and tec
27、hnological changes that have destabilised the dominance of text-based practices.Multimodal literacy is an important part of this approach as it involves an awareness of the possibilities and constraints of different modes of communication,how they can work together to produce meaning,and how the med
28、ium shapes how modes are distributed and how meaning is communicated.Adopting a multimodal approach to pedagogy can help prepare students for workplace communication and enable different ways of knowing.It can also improve accessibility,inclusivity,engagement,comprehension,and the retention of knowl
29、edge.Examples of multimodal pedagogy include classroom activities designed to help students visualise three-dimensional structures,acting out pathways of sound,and producing multimodal academic arguments.Challenges of adopting this pedagogy include the need for digital skills,the possibility of dist
30、raction,and the need for different assessment methods.4 Seeing yourself in the curriculumMore and more students want to see people like themselves,with their history and backgrounds represented in their curriculum,learning materials and educational approaches.The decolonial movement seeks to address
31、 the historical legacy and ongoing effects of colonialism on societies and individuals around the world.One of its main aims is to ensure that education systems reflect the diverse cultures,experiences,and histories of their students.To achieve this,educators are adopting a decolonial approach,which
32、 involves unlearning the biases and ideas that come from colonial history,and instead incorporating knowledge generated from authentic local contexts,including previously ignored Indigenous knowledge and philosophies of learning.Inclusive and decolonised curriculum and teaching resources are designe
33、d to reflect the diversity of the learning community.Flexible curriculum approaches should be considered to enable consistency in the curriculum while allowing it to speak to local or diverse audiences.Indigenous pedagogies are also being promoted to embed local stories,perspectives,and knowledge in
34、to core teaching and learning.These developments represent a demand for fundamental changes to how schools and universities operate to address power imbalances in education systems.3Executive summary5 Pedagogy of care in digitally mediated settingsPedagogy of care is an approach that prioritises emp
35、athy and the development of learners in a nurturing,supportive,and equitable learning environment.Care has not always been central to teaching,and education systems worldwide often over-emphasise academic achievement at the expense of nurturing caring individuals.Yet a pedagogy of care is increasing
36、ly recognised as a vital element of the educational process,contributing to students self-esteem,well-being,and engagement.There are four key elements of the pedagogy of care:modelling,dialogue,practice,and confirmation.A pedagogy of care can be practised in digitally mediated settings through pract
37、ical steps that educators can take to create a hospitable environment,empathise with students,and respond to their needs.The Covid-19 pandemic and the ongoing climate crisis have raised new challenges for educators related to fostering care among learners.However,practitioners adopting a pedagogy of
38、 care could face several challenges,such as personal exhaustion and burnout.It is important to consider self-care as a form of care among educators and others who support learning.6 Podcasts as pedagogyPodcasts are audio episodes that focus on a specific theme or topic and can be accessed for free o
39、nline.The use of podcasts in educational settings has been growing over the past few years,and they can be used in two main ways podcast curation and podcast creation.The use of podcasts in education can have many advantages,including flexibility,control over how the podcast is listened to by studen
40、ts,the informality which may appeal to learners,inclusivity,and delivery of up-to-date content.Using narrative podcasts as a shared learning experience can enhance levels of engagement and foster better efficacy in critical thinking.The creation of content for podcasts is becoming more widespread du
41、e to the increase in affordable recording equipment and free software.Educators have welcomed the process of producing podcasts as an opportunity to discuss core subject ideas in a more informal way and develop their own communication skills.Podcasts can be used for a variety of purposes in educatio
42、n,such as recording interviews and field trips,as well as assessment tasks involving reflection.4Innovating Pedagogy 20237 Challenge-based learningChallenge-based learning(CBL)is a structured approach to using challenges in education or training.It consists of three stages:Engage,Investigate,and Act
43、,and it is based on the idea that challenges provoke learners into active participation and produce an outcome.CBL builds on experiential and constructivist learning,allowing participants to become both teachers and learners.Authentic use of technology,documenting and storytelling,and involving comm
44、unity members in a process to expand resources and enable authentic learning are the key ideas of CBL.It shares similarities with Project-Based Learning and Problem-Based Learning,but it also has its unique features.CBL can be exciting for students and teachers and has the potential to impact societ
45、y.However,it can be difficult to manage,and associated with risk and unpredictable outcomes.Initial adoption of CBL can be time-consuming for educators and students.Assessment methods require careful consideration,and limitations include shortages of teaching staff,technical support,and appropriate
46、and safe spaces for students to collaborate.8 Entrepreneurial educationEntrepreneurial education teaches the knowledge,skills,attitudes,and mindset required to start,manage,and grow a business.It can lead to growth,job creation,economic success,and innovation in society.An entrepreneurial mindset in
47、cludes creativity,curiosity,critical thinking,problem solving,communication skills,teamwork,flexibility,taking risks,and a strong work ethic.The goals of entrepreneurial education can vary from developing capabilities for entrepreneurship,understanding entrepreneurship,developing competencies for pu
48、rsuing societal goals through entrepreneurship,to behaving in an entrepreneurial manner.Various pedagogical approaches are used,such as simulations,mentoring,design thinking,and others.Entrepreneurial education can engage learners who do not identify themselves as entrepreneurial and help them devel
49、op skills as future leaders.Challenges and limitations of the approach include its teacher-driven nature,the lack of standardisation,and the lack of funding for programmes.However,entrepreneurial education has recently gained traction in primary and secondary education as a means to develop skills n
50、eeded to cope with a changing society.Emerging digital technologies such as 3D modelling apps,artificial intelligence(AI),and 3D printers can be used to support entrepreneurial education.5Executive summary9 Relational pedagogiesRelational work is the process of communication that creates relationshi
51、ps and connections with others,including humans,materials,artefacts,technologies and the natural habitat.Relational pedagogies consider the role of relationships in educational settings and meaningful relationships as fundamental to effective learning and teaching,as well as professional work and co
52、llaborations.The concept of relational expertise refers to the ability to recognise and respond to what others might offer in local systems of distributed expertise,while at the same time being confident to engage with the knowledge that underpins ones own specialised practice.Relational expertise i
53、s particularly relevant to work that evolves rapidly in response to global challenges.Relational pedagogies are about creating and sustaining the expertise needed for collaboration across practice boundaries and disciplines.Examples of relational work in practice include developing relationships amo
54、ng health professionals working on antimicrobial resistance,and teaching and learning in higher education with co-design of content and curation of reading lists.Ultimately,relational pedagogies are about developing the capacities for relational work that could be relevant in a wide range of situati
55、ons.10 Entangled pedagogies of learning spacesEntangled pedagogies recognise the intricate relationship between technology,pedagogy,and the learning environment.Instead of framing the debate in terms of whether technology drives pedagogy or vice versa,entangled pedagogies focus on understanding how
56、these elements are interconnected and influence one another.Orchestration is a useful concept,where teachers strategically select tools,design activities,and manage the learning process to guide students effectively.In hyflex teaching,entangled pedagogies encourage collaboration among students in di
57、fferent learning spaces and require careful planning to accommodate multiple contexts and constraints.The use of generative AI tools such as ChatGPT exemplifies the entanglement of technology and pedagogy,necessitating ethical considerations and critical evaluation.Entangled pedagogies present chall
58、enges such as workload and institutional constraints,but they can lead to inclusive and innovative learning environments.Embracing entangled pedagogies encourages educators to consider the purposes and contexts of learning and how they are shaped by the entanglement of learning spaces,pedagogy and t
59、echnology.6Innovating Pedagogy 2023IntroductionMultiplicity of pedagogies,technologies,spaces,people and ideas As we continue to write and reflect on our Innovating Pedagogy reports,it is interesting to see that contributing authors are increasingly putting forward clusters of pedagogies and represe
60、nting innovations as part of larger themes that are becoming prominent in the education landscape globally.Last year we had pedagogies of microcredentials and pedagogies of the home,hybrid models and dual learning scenarios,as well as the broader themes of well-being and influencer-led education.Thi
61、s year we have pedagogies using AI tools,relational pedagogies and entangled pedagogies of learning spaces,along with approaches highlighting entrepreneurship and education in the Metaverse.In several of these cases,we debated whether we were writing about one pedagogy or more,and although we made c
62、ertain decisions,it would be possible to take a different view.In addition,we now find ourselves open to creation of new names for pedagogies or clusters that have common concerns but that do not yet have established names in published literature.A degree of flexibility in naming things can enable e
63、ducators to discuss areas of practice that are changing or evolving,as well as all the tools and techniques that may help.There could be many reasons for the phenomenon of authors combining pedagogies and noting wider changes of focus or practice in aspects of education,or education as a whole.It co
64、uld be partly due to our collective reflection as teams of authors,coupled with a growing focus on emerging trends in a world where it is increasingly necessary to stand back and make sense of innovations that appear to be mushrooming and moving quickly from one domain into another.It could also ref
65、lect the fact that we hear and read about teachers having the opportunity to make choices from an array of pedagogical approaches and techniques that will enable them to work on specific goals and student needs,while at the same time the teachers are addressing their more holistic intention to enhan
66、ce teaching practices in respect of certain student groups or topics.Similarly,teacher trainers and professional learning developers have an ever-growing repertoire of available methods and technologies as well as multiple learning spaces(online and offline)that can be deployed to fulfil their aims.
67、All this seems to represent what can be described as a trend towards“a multiplicity of technologies,methods and modalities”available for a learning experience1,meaning that several media and modes of communication and delivery can support teaching,learning and assessment across a range of contexts a
68、nd spaces.It makes for a potentially complex teaching and learning environment where student activity needs to be orchestrated,as explained in our section on Entangled pedagogies of learning spaces in this report.It has,however,the advantage of offering more options to suit different circumstances a
69、nd student needs and it can support combining formal teaching and independent or informal learning.The Metaverse,which is an intriguing extension of previous forms of virtual reality that have been trialled in education(see Metaverse in education in this report),joins up physical and virtual worlds,
70、and it can connect formal and informal learning.However,it is also yet another space that educators may need to get to know and include in their curricula and learning designs.Teaching and learning can be increasingly multimodal across multiple media,provided there is affordable and reliable access
71、to relevant technologies and appropriate support but such possibilities take time to implement with care and consideration for all involved.Content created by teachers and students,including podcasts(see Podcasts as pedagogy in this report),enable more people to participate in co-constructing educat
72、ion,making sure that everyones history and knowledge are respected and valued.Flexible curriculum approaches,which make space for adaptation or addition of localised content,help realise this goal(see Seeing yourself in the curriculum in this report).7IntroductionFacing challenges and tackling them
73、collaboratively and compassionatelyWith so much on offer and so many possibilities,education can seem like an even more difficult challenge than it was before.Yet the possibilities should be treated as ways to enable productive discussion and positive change.The key to embracing them is to adopt a c
74、ollaborative,caring and compassionate stance,recognising that people may need support and that working together is nearly always likely to produce better outcomes than working in isolation(see Pedagogy of care in digitally mediated settings in this report).Global societal challenges2,in education an
75、d well as in many other domains,call for concerted action and collaboration3.In this report we cover Challenge-based learning,designed to provoke students to engage with complex topics that can provide powerful educational experiences.Challenges may require multiskilled or multidisciplinary teams to
76、 come up with solutions.Educators may therefore need to consider that students increasingly have skills and knowledge that they have picked up in their informal online learning and collaborations,which teachers often know little about.Challenges can help students display their hidden skills and tale
77、nts,as well as enabling learning about,and contributing to solving,real-world issues.Development of entrepreneurial attitudes and relational skill sets(see Entrepreneurial education and Relational pedagogies in this report)can be ways to equip students to work together on challenges.As education exp
78、eriences become entangled with technologies underpinned by AI(artificial intelligence),it is certain that cooperation and exchange of knowledge and understanding will become even more important.In our 2020 Innovating Pedagogy report we wrote about Artificial intelligence in education and the year af
79、ter we covered Using chatbots in learning,as the potential of natural conversations between humans and computers started to become an everyday reality.In the past year the world has witnessed an eruption of technologies powered by AI,and in the past few months a key moment has been the release of ge
80、neral-purpose conversational AI tools such as ChatGPT,which have allowed the general public to experience the power of conversational AI as applied to all kinds of writing tasks as well as a means of informal learning.This momentous step in the use of AI in education is the reason we have included P
81、edagogies using AI tools in this report.We were briefly tempted to get ChatGPT to write the whole report,but(happily?)it is not capable of doing so.Nevertheless,it was useful in terms of generating a first draft of the Executive summary,which was then adjusted and improved(by humans!)to produce the
82、final version.References1.Kukulska-Hulme,A.(2021).Conclusions:A Lifelong Perspective on Mobile Language Learning.In:Morgana,Valentina and Kukulska-Hulme,Agnes eds.Mobile Assisted Language Learning Across Educational Contexts.Routledge,pp.122133.2.The Open University(2023).Open Societal Challenges.Av
83、ailable online:https:/www.open.ac.uk/research/faculties-themes(Accessed 19/5/23).3.UNESCO(2023).UNESCO and Sustainable Development Goals.Available online:https:/en.unesco.org/sustainabledevelopmentgoals(Accessed 19/5/23).8Innovating Pedagogy 2023Pedagogies using AI tools Using AI tools such as ChatG
84、PT to support teaching and learningIntroductionA new wave of artificial intelligence(AI)tools has emerged during the past year.These are known as generative AI and they can be used to create new content,including text,images,and computer programs.Together they have the potential to change education
85、practices,however they raise many issues that will need to be addressed.They can be valuable tools to support learning,but they are also prompting changes in the ways in which learning is assessed.Generative AI toolsCurrently,the best known generative AI tools are ChatGPT-4 and its predecessor,ChatG
86、PT.Both are designed to engage in conversations with their users,responding to commands and producing text that appears to have been produced by a human,rather than a machine.These tools are developed using large sets of texts from the internet ChatGPT was trained using 300 billion words1.Because th
87、ese datasets are so large,the tools can learn to predict the next word in a sentence,reproduce different genres and styles,and shift easily between languages.Although the output of these tools is impressive,they still have many limitations.OpenAI,the company that produces ChatGPT,acknowledges the li
88、mitations.One of these is social bias the tool reproduces and sometimes amplifies the biases that are present in its training dataset.Because that dataset is made up of text that is available online,it is not neutral but reflects the opinions of those who create online texts.Another limitation is th
89、e tendency of these tools to“hallucinate”producing outputs that are factually incorrect or irrelevant.The range of generative AI tools is growing all the time.It also changes rapidly as some tools change name and form,and others move behind increasingly expensive paywalls.Those currently available,a
90、nd useful for teaching and learning,include:https:/ produce professional presentations https:/monica.im/summarises articles(in Chrome)https:/stockimg.ai/generates images for your project https:/ creates realistic images from a text description https:/ a pdf and ask it questions https:/sheetplus.ai/t
91、ranslates text into spreadsheet formulae https:/agentgpt.reworkd.ai/breaks task into steps and works through them https:/ questions of Google Books https:/bearly.ai/summarises long papers https:/www.perplexity.ai/short answers to questions,with references https:/www.questgen.ai/generates quizzes fro
92、m text https:/ any article https:/ and processes Internet dataIn addition,familiar tools are beginning to include generative AI.For example,the language learning app,Duolingo,now has a version that includes AI features that can explain answers and carry out roleplay.Microsoft plans to incorporate ge
93、nerative AI in all its tools,including Word,Excel,and its Bing search engine.9Pedagogies using AI tools AI tools can support and augment individuals in their learning journeyPedagogical approaches that make use of AIMike Sharples,a former Innovating Pedagogy author,has been researching the relations
94、hips between AI and education since the 1980s.His latest book,Story Machines2,traces the development of computers as creative writers since a machine was developed in the 19th century to write Latin verse.He has also worked to identify ways in which generative AI can be incorporated within pedagogie
95、s to support both teaching and learning.These include their use as“possibility engines”,expressing the same idea in a variety of ways to open up ways of thinking about a subject.They can be used as motivators,providing challenges and games that encourage students and extend their learning.They can a
96、lso be used by educators as co-designers,providing ideas,structures,activities,and quizzes that can be used to build a course.They can be used as a personal tutor,a collaboration coach,a study buddy,or an Exploratorium(a space for exploring science,technology and the arts).Personal tutor:Learners ca
97、n benefit from individual support,but few have the resources to employ a personal tutor.ChatGPT can take on this role if prompted to do so,providing immediate feedback on input and then building on what the learner already knows.Collaboration coach:Working together to research and solve problems is
98、an important skill that not only helps learners to build their knowledge but can also be transferred to family life or the workplace.However,one reason that group work is often unpopular is because students do not know how to go about it.A tool such as agentgpt can take a prompt for a large task,bre
99、ak it into smaller tasks,identify the order in which they can be carried out,and help to complete them.For example,a prompt such as Four of us want to develop a business plan for a consultancy that will develop prompts for AI tools will be broken into tasks including researching successful business
100、models,developing a list of potential clients,and developing a pricing strategy.expressing the same idea in a variety of ways to open up ways of thinking about a subject10Innovating Pedagogy 2023Study buddy:Sometimes learners do not want to draw on a teachers expertise but want to chat with a peer i
101、n order to check their understanding and compare interpretations of material.If prompted to do so,ChatGPT can take on that role.It can summarise passages of text,ask questions about that text,and give responses.Another tool that can help in this context is TLDR(TLDR stands for too long:didnt read),w
102、hich can produce summaries of long pieces of text.Exploratorium:The Exploratorium in San Francisco describes itself as a public learning laboratory,a place to explore the world and ignite curiosity.Generative AI can perform a similar function by providing tools that enable learners to find,play with
103、,and explore data.Many types of generative AI can do this ,for example,is an information retrieval agent that can search the internet to find,extract,and process data.Given a prompt phrased in everyday terms,it can break it down into tasks,deciding what to search for,which information to browse and
104、process,and then provide a detailed response.Other roles for AI in teaching and learningAlthough generative AI appears new to people who do not work in the field,artificial intelligence(AI)has become increasingly common in everyday life.One example is chatbots,computer programs designed to simulate
105、human speech and conversation.Innovating Pedagogy 2021 examined how these can be used in education to pose questions,answer questions,analyse students needs,or guide them through the process of problem solving.They do not replace teachers,but take on some routine tasks,freeing teachers to give more
106、complex,personalised support.In the context of language learning,these artificial assistants offer a range of benefits.They can offer direct help,including instruction,guidance,and recommendations.They can also provide sustained help,enabling students to rehearse what they have learned and develop g
107、ood language-learning habits,such as frequent practice.From a cognitive perspective they can direct the students attention to certain aspects of a language,provide scaffolds that support students to learn material they would not be able to take on unaided,or provide opportunities for spaced repetiti
108、on to help students remember new vocabulary and grammar.Artificial assistants can also motivate students,monitor progress,help with scheduling,and take on roles such as interpreter or translation aid.3AI tools supporting individuals in their work contexts11Pedagogies using AI tools Curriculum shifts
109、As AI tools become more widespread,students will need training on how best to use them,and what their limitations are.In the past,very few people needed to be“prompt engineers”,with the skills to prompt a machine to generate useful text.In the future,though,this skill will be useful in multiple situ
110、ations.The first responses of a tool like ChatGPT tend to be fairly bland and formulaic,with paragraphs all the same length,and the same sentence starters used frequently.The output changes as the prompt changes.It can be told to respond in a certain way,for instance:You are a tutor who always respo
111、nds in the Socratic style,Id like you to act as a study buddy,Act as a subject matter expert on English grammar.It can be told who to aim its comments at:Respond to someone with a reading age of eight,Address your remarks to an expert in a related field,Assume I know nothing about this topic.It can
112、also be told to alter its output:Use a variety of different words,Use an academic register,Translate this into Greek.Another shift in the curriculum will be to explore the issues of ethics and bias associated with these tools.Their responses can look so convincing that students forget to carry out b
113、asic fact checks.Do the works the tool is referencing actually exist?Are the biographical facts accurate or are some of them simply hallucinations?Does the tool always assume that experts are white men?Students need guidelines to help them understand what sorts of problems they may encounter and how
114、 to interpret the responses that are generated(Navigating post-truth societies in Innovating Pedagogy 2017 provides helpful support for this task).More broadly,generative AI tools require a shift in assessment practices.Just as the introduction of electronic calculators 50 years ago prompted maths t
115、eachers to rethink what they should assess and how they should do it,generative AI is prompting a reconsideration of assessment in every subject area.These tools can provide accurate answers to multiple-choice questions,and with the right prompts,they can produce convincing essays on most subjects.I
116、n tests,it has been shown that they can provide sufficient correct answers to be able to pass many professional exams.Educational institutions will need policies in place to guide how and when generative AI tools can be used to support responses to assessment.At the same time,there will need to be a
117、 shift to different forms of assessment,including complex tasks,real-world tasks,reflections on the process of responding to a task,and critiques of responses produced by AI.12Innovating Pedagogy 2023References1.A quick-start guide that introduces ChatGPT,providing an overview of how it works and ex
118、plaining how it can be used in higher education:Sabzalieva,E.and Valentina,A.(2023).ChatGPT and Artificial Intelligence in higher education.UNESCO,Paris and Caracas.Available online:https:/unesdoc.unesco.org/ark:/48223/pf0000385146(Accessed 15/5/23).2.Book exploring the design and impact of AI story
119、 generators:Sharples,M.,&Prez y Prez,R.(2022).Story Machines:How Computers Have Become Creative Writers.Routledge.3.A book chapter on smart assistance in language learning:Kukulska-Hulme,A.(2016).Mobile Assistance in Language Learning:A critical appraisal.In:Palalas,Agnieszka and Ally,Mohamed eds.Th
120、e International Handbook of Mobile-Assisted Language Learning.Beijing:China Central Radio&TV University Press Co.,Ltd.,pp.138160.Available online:http:/oro.open.ac.uk/47333/(Accessed 15/5/23).Resources A 2-step acronym-based process for developing skills in formulating prompts(prompt engineering):Wa
121、llbank,A.J.(2023).Prompt engineering as academic skill:a model for effective ChatGPT interactions.Times Higher Education,Campus website Resources for academics and university staff.28 April 2023.Available online:https:/ 15/5/23).Two researchers from the Faculty of Education at the University of Camb
122、ridge,UK,offer their perspectives(in question and answer format)on the opportunities,challenges and possibilities of ChatGPT:Kirk,T.(2023).ChatGPT(We need to talk).5 April 2023.Available online:https:/www.cam.ac.uk/stories/ChatGPT-and-education(Accessed 15/5/23).Short article suggesting ways in whic
123、h use of ChatGPT may be transforming pedagogy:Is ChatGPT Triggering a New or Transformed Pedagogy?March 7,2022.Teachonline Tools and Trends.Contact North/Nord.Available online:https:/teachonline.ca/tools-trends/chatgpt-triggering-new-or-transformed-pedagogy(Accessed 15/5/23).Resources for faculty at
124、 the University of Pittsburgh in the US,including advice on academic integrity:ChatGPT Resources for Faculty.University Center for Teaching and Learning.Available online:https:/teaching.pitt.edu/resources/chatgpt-resources-for-faculty/(Accessed 15/5/23).A blog post from Edutopia on ways teachers can
125、 use ChatGPT to save time:Finley,T.(2023).6 Ways to Use ChatGPT to Save Time.March 13,2023.Blog post.Edutopia.George Lucas Educational Foundation.Available online:https:/www.edutopia.org/article/6-ways-chatgpt-save-teachers-time/(Accessed 15/5/23).13Metaverse for educationMetaverse for educationEduc
126、ational opportunities through fully immersive 3D environmentsIntroduction The Metaverse can be viewed as a three-dimensional(3D),immersive version of the internet,where people interact through avatars.This form of virtual reality in education is not new,however,the current developments and investmen
127、t in the Metaverse make it worth revisiting,as it potentially opens up new opportunities in education.The Metaverse arose as a fictional concept in the 1992 novel Snowcrash by Neal Stephenson.Typically,the term is now used to refer to online,connected 3D worlds,accessed through virtual reality(VR)he
128、adsets;these worlds persist and continue when the individual user is offline,so other users will be interacting in them rather than all action being paused.Metaverse users can come together in a virtual world to collaborate and conduct any kind of permitted activity.Key to the Metaverse is a connect
129、ion between the physical world and the digital one,with users acting out physical gestures,and objects such as buildings existing in both the digital and the real world.The use of the term Metaverse can be somewhat loose,however,and it has been used to refer to games such as Fortnite which can be ac
130、cessed through game consoles without virtual world headsets.key to the Metaverse is a connection between the physical world and the digital oneExperiencing learning in the Metaverse14Innovating Pedagogy 2023Many major technology companies are investing in the Metaverse.In particular,Facebook founder
131、 Mark Zuckerberg has invested heavily in it and he sees the immersive world as the future of the internet.Education is often proposed as an example of the power of the Metaverse because there are opportunities to create and interact in both real and imagined environments.Three main educational uses
132、have been proposed1:New social communication space providing a new dimension and possibility for social connections High degree of freedom users can choose from a wider range of options in actions and scenarios,that are difficult or impossible in the real world;for example,altering gravity High imme
133、rsion in a virtual world through realistic immersive environments,such as ancient Rome simulations.It is still early days in the implementation of the Metaverse,and while there are many proposals for its potential use,there are relatively few evaluated use cases.A related concept that has gained int
134、erest is that of digital twins,which is defined as“a comprehensive digital representation of an individual product.It includes the properties,condition and behavior of the real-life object through models and data.”2 Examples might be a digital laboratory,or an industrial process or campus,which uses
135、 real-time data from physical systems in the real world to maintain the digital twin.Educational applicationsThe use of the Metaverse in education is predominant in STEM subjects(science,technology,engineering and mathematics),representing 53%of educational uses3.In STEM it is used largely for model
136、ling systems and conducting experiments.The next main subject area is general education,where the Metaverse is used in conjunction with physical classrooms.In the Arts and Humanities,it is most frequently used for language learning.In 2022,ten US universities created metaversities(a term derived fro
137、m Metaverse+universities)which developed digital campuses to provide students with learning through virtual reality in a range of applications,from enhancing remote learning to reducing costs by providing medical students with virtual cadavers.4 An example of digital twins is seen in construction ed
138、ucation,where visiting construction sites can be problematic for students.By using a digital,immersive version of a real site,students could create group projects with different roles5.Similar approaches have been used for engineering students and product design.The use of the Metaverse in education
139、 has thus far been limited to very specific domains.However,the Covid-19 pandemic and subsequent shift to online learning saw an increased interest in virtual worlds and models.For example,students have used a Metaverse-based simulation of aircraft maintenance,interacting within the simulation with
140、other students from different physical locations.Performance of these students on tests was higher than those receiving video tutorials.6 While these examples are not very different from virtual and extended reality models that have been in operation for several years now,the Metaverse approach does
141、 allow for a group-based approach,interacting with the avatars of other learners and the physical representations of objects.This additional social layer to virtual reality offers educational potential for the Metaverse.15Metaverse for educationChallenges and concernsThe claims and potential of the
142、Metaverse are reminiscent of previous interest in virtual worlds such as Second Life.While there is still an active user base of Second Life,it did not have the transformative effect on education that many predicted,so it is worth considering why mainstream adoption of Second Life failed to material
143、ise and evaluating whether those reasons hold true for the Metaverse.First,we can see a very similar over-hyping of the Metaverse,which was also seen with Second Life,for example in a paper in 2009:“Gartner estimates that by 2012,80%of active Internet users,including Fortune 500 enterprises,will hav
144、e a“Second Life”in some form of 3-D virtual world environment these virtual worlds are expected to have a large impact on teaching and learning in the very near future with pedagogical as well as brick-and-mortar implications”.7And while some communities still exist on Second Life,the widespread ado
145、ption did not occur,and most islands are now largely deserted,as a 2015 a tour of deserted campuses found.8 There were perhaps three main barriers to the widespread adoption of Second Life:A lack of purpose much of the online activity simply replicated the face-to-face setting,such as lecture halls,
146、and it was difficult to know what this offered over simply live streaming a real lecture.Technical and accessibility issues the rendering of the 3D world could be slow,and glitches in navigation could arise.Accessibility was a significant issue with no screen reader support and the need to control m
147、ovements(of avatars or vehicles)continually,so many learners with disabilities found it difficult to use.High user investment to get effective use out of Second Life a user had to invest a lot of time in it.There was a significant threshold to getting set up,navigating and feeling comfortable in the
148、 online space.Many users,and particularly students who just wanted to study their subject,were averse to doing so.Looking at the Metaverse now,it is worth considering if these barriers still exist.If we examine accessibility first,using the Metaverse does not rely as much on small mouse-based moveme
149、nts,and there is a wide range of work being undertaken to improve accessibility.The use of haptic technologies,such as gloves that rely on touch,may increase accessibility for some,since their use does not rely on small movements,but it may decrease accessibility for others if physical movement beco
150、mes an essential part of interaction.It is likely to still raise issues for many users,but there has been distinct improvement compared to Second Life.Similarly,technical capability has improved since the earlier implementations of Second Life,with reliable broadband and rendering capabilities,altho
151、ugh accessing the Metaverse will still require a good internet connection and a headset,which are not available everywhere.A related concern is about who drives the design of the Metaverse environments and for what purpose.New educational technologies are seen as commercial opportunities and they ma
152、y favour profits over educational value.To build inclusive environments requires a diversity of developers and users to widen the representation of educational contexts,and strong controls over use of student data.What is more,there are instances still where use of the Metaverse seems to be recreati
153、ng the face-to-face experience,which happens when,for example,people are having video meetings in the Metaverse.Using the Metaverse is much more persuasive in more specialised applications in education,as set out above.In terms of the high user investment required to use the Metaverse,it is worth no
154、ting that there has been an increase in 3D world usage in several parts of the world,where video games involving construction,exploration and social interaction(such as Minecraft and Animal Crossing)have proved extremely popular.In those countries,there is a high level of familiarity with gaming inc
155、luding creating and navigating an avatar through a virtual world in a significantly larger proportion of the population.The threshold is thus not as high for participation.Indeed,there may be more of a desire from learners to use the type of tools they already play around with in their daily lives.H
156、owever,this varies across the world.16Innovating Pedagogy 2023ConclusionsCurrently much of the literature relating to the Metaverse in education is concerned with its potential,with few real cases to draw upon.The Metaverse should be seen in the context of several other increasing trends such as use
157、 of augmented reality,the Internet of Things,artificial intelligence(AI)and gaming in education,which are all focused on virtual worlds,as well as connecting digital data to objects.Given that each of these related fields is likely to improve and develop over coming years,this will provide impetus t
158、o expand uses of the Metaverse.The threshold to participation and development of virtual worlds is still quite high,but likely to decrease with investment and a more distributed development community.For some fields in education there are obvious benefits to using the Metaverse,where students can in
159、teract with virtual environments and manipulate objects that would be difficult or impossible to realise otherwise.Similar reservations that existed in relation to previous virtual worlds such as Second Life remain,however,particularly the question of whether there will be widespread,generalised use
160、 of the Metaverse.There is also a definition issue,since much of the literature is currently using the term Metaverse to refer to any virtual reality tool.While the educational potential of the Metaverse is interesting,this work has been present in education for at least a decade,and so far it does
161、not demonstrate clearly what is fundamentally different about the Metaverse.17Metaverse for educationReferences 1.A review of the applications of the Metaverse to education:Kye,B.,Han,N.,Kim,E.,Park,Y.,&Jo,S.(2021).Educational applications of metaverse:possibilities and limitations.Journal of Educat
162、ional Evaluation for Health Professions,18.Available at:https:/www.ncbi.nlm.nih.gov/pmc/articles/PMC8737403/(Accessed 25/4/23).2.An article about creating a digital twin to test the concept:Haag,S.,&Anderl,R.(2018).Digital twinProof of concept.Manufacturing letters,15,64-66.3.A systematic analysis o
163、f literature relating to the Metaverse in education:Tlili,A.,Huang,R.,Shehata,B.et al.(2022).Is Metaverse in education a blessing or a curse:a combined content and bibliometric analysis.Smart Learning Environments,9,24.Available at:https:/doi.org/10.1186/s40561-022-00205-x(Accessed 25/4/23).4.An art
164、icle in a digital news and research magazine about education,relating how universities are adopting the Metaverse for digital campuses:Koenig,R.(2022).With Money From Facebook,10 Colleges Turn Their Campuses into Metaversities.EdSurge June 1,2022.Available at:https:/ 25/4/23).5.A journal article rep
165、orting a case study of digital twins in education:Sepasgozar,S.M.(2020).Digital twin and web-based virtual gaming technologies for online education:A case of construction management and engineering.Applied Sciences,10(13),4678.Available at:https:/ 25/4/23).6.A journal article reporting a case study
166、of Metaverse-aided education:Lee,H.,Woo,D.,&Yu,S.(2022).Virtual reality metaverse system supplementing remote education methods:Based on aircraft maintenance simulation.Applied Sciences,12(5),2667.Available at:https:/ 25/4/23).7.A journal article examining the effectiveness of Second Life in educati
167、on:Jarmon,L.,Traphagan,T.,Mayrath,M.,&Trivedi,A.(2009).Virtual world teaching,experiential learning,and assessment:An interdisciplinary communication course in Second Life.Computers&Education,53(1),169-182.8.A news website featuring a review of abandoned university campuses in Second Life:Hogan,P.(2
168、015).We took a tour of the abandoned college campuses of Second Life.Splinter,August 13,2015.Available at:https:/ 25/4/23).Resources A hub for resources on implementing accessibility into the Metaverse:XRAccessibility Project Overview.XR Access:Virtual,Augmented and Mixed Reality for People with Dis
169、abilities.Available at:https:/ (Accessed 25/4/23).Extended Reality(XR)Accessibility User Requirements.W3C Working Group Note,25 August 2021.Available at:https:/www.w3.org/TR/xaur/(Accessed 25/4/23).An online article giving a useful overview of the Metaverse:Ravenscraft E(2022)What Is the Metaverse,E
170、xactly?Wired,April 25th 2022.Available at:https:/ 25/4/23).Data on video gaming habits in the US:Distribution of video gamers in the United States in 2022,by age group.Available at:https:/ 25/4/23).A brief article describing six benefits of the Metaverse in education:Nir Kshetri(2022).Six Benefits t
171、hat the metaverse offers to colleges and universities.The Conversation,August 23,2022.Available at:https:/ 25/4/23).18Innovating Pedagogy 2023Multimodal pedagogyEnhancing learning by diversifying communication and representationIntroduction Multimodal pedagogy focuses on mode as the defining feature
172、 of communication in learning environments1.The term mode describes culturally and socially shaped resources for communication,such as images,words,sounds and gestures2.It differs from the terms medium and media which describe the material resources(e.g.,paper)or technologies which are used to creat
173、e and disseminate the messages realised through modes.Although multimodal approaches to pedagogy have been recognised and practised for close to two decades,as a result of the dominance of text-based practices in education they have tended to be sidelined as alternative pedagogical approaches.it can
174、 allow for diverse ways of knowing which can promote accessibility and inclusivityMultimodal pedagogy is gaining traction now primarily because of current social and technological changes that are destabilising the dominance of text-based practices.Socially,more than ever,there is an urgency to addr
175、ess issues of accessibility and inclusivity in education.This is seen in movements such as Universal Design for Learning(UDL)and decolonising the curriculum,which advocate for multiple means of representation in order to allow for diverse ways of knowing and learning.Academic integrity is also a gro
176、wing concern,as advances in digital technology are making it easier to cheat and plagiarise.In particular,the release of generative AI tools,such as ChatGPT and Bard,which can generate various types of text in response to the users questions or instructions,is raising concerns with regard to the fut
177、ure of written assessments.Among some solutions being put forward to address this issue is adopting multiple approaches to assessing knowledge.What is multimodal pedagogy?Multimodal pedagogy aims to provide students with opportunities to learn and demonstrate their learning through multiple modes,an
178、d to develop their knowledge and skills in multimodal literacy.Multimodal literacy involves awareness of:1.The possibilities and constraints of particular modes of communication2.For example,the written mode is well-suited to expressing thoughts in a logical sequence,but it has constraints in expres
179、sing spatial relations;the visual mode(e.g.,images,models)is well-suited to expressing spatial relations,but less suited to expressing ideas in a logical sequence(unless employed in a sequence,such as in the case of sequential images like comics).2.How modes can work together to produce meaning.For
180、example,how images and words can be combined to produce satire in comics or how sound can be used with images to evoke emotions.3.The ways in which the medium shapes how modes are distributed and how meaning is communicated.For example,creating comics as a book will differ from creating comics for t
181、he online space.The tangible nature of the book allows for page turning,while the screen often requires reading through scrolling3.4.How genre(the type of communication or writing style)affects how a message is structured for a particular audience in a particular context.For example,comics,essays,bl
182、ogs and tweets are genres of text that construct messages differently for different audiences in different contexts.A multimodal approach to pedagogy can help prepare students for workplace communication4 as well as enabling different ways of knowing.Opening up to different approaches to knowing has
183、 been noted to improve accessibility and inclusivity,as well as to enhance engagement,comprehension and the retention of knowledge5,6.19Multimodal pedagogyExamples of multimodal pedagogy An example of a multimodal approach to learning is demonstrated in the case of a second year university course,Pa
184、thology of the Ear,that is situated in the discipline of audiology5.Classroom activities were purposefully designed to assist students in translating taught facts into clinical knowledge by providing student opportunities to engage with the course content multimodally.For instance,to help students v
185、isualise the three-dimensional structure of the ear,students were asked to construct the anatomical structures of the ear using a box and materials that they brought to class.To help students understand how sound moves through the inner year,students were taken to a hall and asked to work in groups
186、to act out the pathway of sound.By providing opportunities for students to engage with knowledge in different modes,anatomical facts and concepts became less abstract and more accessible to the students.An example of a multimodal approach to assessment is demonstrated in a study which required stude
187、nts in a second year media course to produce multimodal academic arguments7.The assessment was presented as a semester-long group project which required students to create a multimodal text that offered an analysis and a stance on a current event issue.Students could choose to present their argument
188、 in the form of videos,comics,or PowerPoint.They were supported not only on the digital skills that would be required to create these outputs,but also provided with knowledge of how modes,genre and chosen medium work to produce meaning.To provide an incentive for students to work consistently throug
189、hout the semester,the assessment was broken up into components.Besides the final product,the other components included a synopsis,a rationale for choice of media,a draft plan,and an individual reflective journal.In another example of a multimodal approach to assessment,this time in the context of se
190、condary school,a study6 showed how allowing students to produce persuasive arguments in the form of video enabled academically marginalised students to demonstrate their knowledge in ways that are not visible through traditional assessment practices,such as answering true/false questions and fill-in
191、-the blank questions or writing briefs in response to prompts.Communication in the workplace is increasingly demanding multimodal awareness and competence.A study involving a course on teaching English for Professional Purposes4 highlights the multimodal literacy skills needed in professional commun
192、ication.These include,for example,understanding the appropriate use of font,layout,colour and images in professional report writing;and the appropriate use of spatial and gestural modes,such as culturally loaded gestures and emblems in intercultural communication.Diverse approaches to teaching and l
193、earning20Innovating Pedagogy 2023Challenges and considerationsSome key challenges with enacting multimodal pedagogy include:Training:Educators who seek to employ multimodal pedagogy will need to be multimodally literate in order to make appropriate decisions,such as,what modes to use to communicate
194、the curriculum content,how to recognise the signs of learning2 in multimodal assessments,and how to foster multimodal literacy in the classroom.Lack of understanding of the appropriate use of modes can lead to cognitive overload for students rather than enhance the learning experience.Access to reso
195、urces:The creation of multimodal texts does not necessarily require the use of digital technologies.If the use of digital technologies is required,it is important that students are supported with the necessary resources.These include not only the computer literacy skills that are needed to create an
196、d edit,but also the provision of software and support in utilising the software.Assessment:Assessing students multimodal products can be challenging,as rubrics will need to be developed that recognise the signs of learning in the multimodal products.Marking multimodal assignments can also be time-co
197、nsuming.Overall,practising multimodal pedagogy requires careful consideration of design:how to design the learning experience so that modes are meaningfully and purposefully employed to support learning.Some of the challenges mentioned above can be addressed if educators develop networks to share id
198、eas and resources in enacting multimodal pedagogy8.ConclusionsMultimodal pedagogy can help prepare students for workplace communication,it can allow for diverse ways of knowing which,in turn,can promote accessibility and inclusivity of learning,and it can promote students comprehension of materials
199、and engagement.A central challenge to enacting this pedagogy is that educators would,first and foremost,need to have knowledge of multimodal literacy practices in order to design and assess learning experiences.While multimodal pedagogy has tended to be practised as an alternative pedagogy,it is lik
200、ely to gain momentum in curriculum design as the importance of developing students multimodal literacy skills becomes more evident and as social and cultural changes require us to be more diverse in our communication practices.21Multimodal pedagogyReferences1.A book that explores how multimodality c
201、an be used to promote social justice and democracy in diverse classrooms:Stein,P.(2008).Multimodal pedagogies in diverse classrooms:Representation,rights and resources.Routledge.2.A seminal book that explains multimodal theory:Kress,G.R.(2010).Multimodality:A social semiotic approach to contemporary
202、 communication.Taylor&Francis.3.An open access journal article that explores how academic arguments can be constructed multimodally:Huang,C-W.,&Archer,A.(2017).Academic literacies as moving beyond writing:Investigating multimodal approaches to academic argument.London Review of Education,15(1).63-72
203、.Available at:https:/doi.org/10.18546/LRE.15.1.06(Accessed 25/4/23).4.A publicly available journal article that illustrates multimodal literacy practices required in the workplace:Hartle,S.,Facchinetti,R.,&Franceschi,V.(2021).Teaching communication strategies for the workplace:a multimodal framework
204、.Multimodal Communication,11(1),5-15.Available at:https:/doi.org/10.1515/mc-2021-0005 (Accessed 25/4/23).5.A book chapter that illustrates a case of multimodal pedagogy in an audiology course:Drew,M.,&Stoop,K.(2015).Designing Think Trails:Using the Multiliteracies Pedagogy to Reshape Academic Knowle
205、dge into Clinical Competence.A Pedagogy of Multiliteracies:Learning by Design,115-126.Available at:http:/ndl.ethernet.edu.et/bitstream/123456789/58870/1/43pdf.pdf#page=132(Accessed 25/4/23).6.A journal article that illustrates how multimodal pedagogy can give academically marginalised students a mea
206、ns to demonstrate their knowledge:Anderson,K.T.,Stewart,O.G.,&Kachorsky,D.(2017).Seeing academically marginalized students multimodal designs from a position of strength.Written Communication,34(2),104134.7.An open access PhD dissertation that explores how academic arguments can be constructed in vi
207、deo,PowerPoint and comics:Huang,C.W.(2015).Argument as design:A multimodal approach to academic argument in a digital age.Unpublished PhD dissertation.University of Cape Town.Available at:http:/ 25/4/23).8.A journal article that explores the enactment of multimodal pedagogy in two classroom contexts
208、:Lim,F.V.,Towndrow,P.A.,&Min Tan,J.(2021).Unpacking the teachers multimodal pedagogies in the primary English language classroom in Singapore.RELC Journal,Online First,May 29,2021Resources A website that offers a toolkit for practising multimodal literacy and provides examples:Literacy teaching tool
209、kit-Multimodal literacy.Victoria State Government,Department of Education.Available at:https:/www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/default.aspx(Accessed 25/4/23).A website that offers resources for creating multimodal texts,created b
210、y a lecturer in Language and Literacy Education at the University of Melbourne,Australia:OBrien,A.(2020).Creating multimodal texts.Available at:https:/ 25/4/23).A university website that offers resources for teaching with cartoons:Teaching with cartoons.Information Technology Services,The University
211、 of Iowa.Available at:https:/teach.its.uiowa.edu/teaching-cartoons(Accessed 25/4/23).A YouTube video that outlines strategies for teaching multimodal literacy:ELT Today Series#1:Strategies for teaching multimodal literacy.British Council Indonesia.Available at:https:/ 25/4/23).22Innovating Pedagogy
212、2023Seeing yourself in the curriculumPedagogies enabling students to see themselves in the curriculumIntroduction More and more students are demanding that their education reflects their own contexts,experiences and cultures.They want to see people like themselves,with their history and backgrounds,
213、represented in their curriculum,learning materials and educational approaches.This idea has been gaining popularity in places like South Africa,after students protested against the continued domination of colonial and white culture in university education.The decolonial movement(a global political a
214、nd intellectual movement that seeks to address the historical legacy and ongoing effects of colonialism on societies and individuals around the world)was famously represented by the#RhodesMustFall and#FeesMustFall student struggles that erupted in 2015 in South Africa.In countries across the globe,f
215、or example Canada and Australia,First Nations are promoting the inclusion of indigenous knowledge in the curriculum after decades of deliberate suppression1.the goal is to address power imbalances that exist in current education systemsThis is not just about adding some books or stories to the curri
216、culum.It means changing the whole system to make sure everyones history and knowledge are respected and valued.These calls represent a demand for fundamental changes to how schools and universities operate.The goal is to address power imbalances that exist in current education systems,such as who is
217、 teaching,how students are taught and assessed,as well as the content of what is being taught2.To do this,some educators are adopting a decolonial approach.This means trying to unlearn the biases and ideas that come from colonial history,and instead incorporating knowledge generated from authentic l
218、ocal contexts,including previously ignored indigenous knowledge and philosophies of learning.This also involves choosing or creating relatable course resources,using inclusive teaching methods,or changing how students are assessed3.Examples in practiceInclusive,relatable teaching resource choices A
219、common focus in inclusive curriculum and decolonisation efforts has been considering the choices that have been made in the design of teaching and teaching resources,and critically evaluating the content to which students are exposed.A range of frameworks,audits and processes have been created to su
220、pport such analysis,including themes such as:Ensuring that examples,case studies and reading lists reflect the diversity in the learning community(e.g.,Kingston Universitys Inclusive Curriculum Framework)Establishing whether stereotypes or misconceptions are being perpetuated through representation
221、and role models,and how stereotype threats can be combatted Recognising how language choices,such as cultural-specific references or metaphors,can present barriers(e.g.,Monashs Inclusive Teaching principles)Soliciting indigenous materials which bring in greater diversity and locally relevant context
222、s(e.g.,Open Education Resources of Indigenous Games of Africa)Promoting the use of local languages as a vehicle for comprehending threshold concepts(e.g.,Open Educational Resources Term Bank).23Seeing yourself in the curriculumStudents diverse experiences brought into the curriculumWhile educators a
223、nd institutions should take responsibility,they should also recognise the narrowness of their own perspectives.Students can be valuable partners in widening the perspectives involved in reviewing the curriculum.To enable consistency in the curriculum while allowing it to speak to local or diverse au
224、diences,flexible curriculum approaches should be considered,which combine standards with space for the adaptation or addition of localised content.The Organisation for Economic Co-operation and Development(OECD)highlights this as one of the key trends in curriculum innovation which can address equit
225、y gaps.Inclusive and indigenous pedagogiesUniversity students who are not first language speakers of the dominant language of instruction are often treated as having a deficit and disadvantage,with little recognition of the rich linguistic resources they bring to their learning experience.Even aside
226、 from countries with a colonial heritage,given the linguistic diversity of many contemporary classrooms,multilingualism and translanguaging(enabling students to use their home language along with other languages in education)are being recognised as pedagogical strategies for inclusion.Depending on t
227、he context,bringing a variety of contextually relevant languages into teaching,learning or assessment can enhance students comprehension and confidence.In a South African undergraduate Humanities course,which had a high level of linguistic diversity,translanguaging was encouraged to disrupt the trad
228、itional strict academic classroom language4.Not only did this make it easier for students to ask questions during a session,but translanguaging broke the assumption of English as the only medium for knowledge and authority in the classroom.The translanguaging pedagogical practices included developin
229、g concept glossaries in mixed languages,allowing students to submit essays in their language of choice,and encouraging the use of any mix of languages in lectures,tutorials and online forums.Assessment tasks included writing a first assignment in a students first language or switching between langua
230、ges.The assignment required students to write definitions of key disciplinary concepts in their own language and included reflecting on their personal linguistic heritage.Using translanguaging and multilingualism in teaching and for student feedback and marking requires linguistic diversity in the t
231、eaching team.The challenges of marking in a variety of languages can also be ameliorated by using improved capacity for accurate automatic translation in artificial intelligence(AI)applications.24Innovating Pedagogy 2023An Australian curriculum reconciliation journey,called Jindaola,at the Universit
232、y of Wollongong invites participants into a process of negotiating new understandings of indigenous knowledge in relation to existing discipline-based knowledge5.The Jindaola pedagogy is deeply contextual and requires a protracted engagement with the physical land in a collective process of reciproc
233、al knowledge creation,learning development and sharing.Participating in the Jindaloa requires interdisciplinary groups to attend five gatherings(on campus and off campus on the Aboriginal community land)over 18-months.The participants receive coaching and mentoring for professional and personal deve
234、lopment to decolonise their perspectives of knowledge systems.The programme is facilitated by academic curriculum development staff and elders of the local Aboriginal communities.Participants work together to co-create new curricula that embed Aboriginal stories,perspectives and knowledge into teach
235、ing and learning.This programme has been created out of the local cultural and geographical context of a part of Australia,but they share three relevant principles for other educational institutions to consider:shifting mindsets about different knowledge systems from a deficit to a strengths-based a
236、pproach;facilitating genuine reciprocal exchanges with recognised knowledge holders;and making space to privilege non-dominant knowledge systems.Many Canadian educational institutions are also grappling with the history of exclusion of peoples indigenous knowledge and worldviews.Etuaptmumk,or two-ey
237、ed seeing6 is an approach which seeks to incorporate indigenous knowledge perspectives into the curriculum to enhance the comprehension of what may seem to be abstract knowledge in an academic discipline.In a study looking particularly at engineering education in Canadian higher education,two-eyed s
238、eeing was offered as a decolonial lens.By teaching students how to apply two perspectives,an Indigenous Knowledge perspective along with Western ways of knowing,it is hoped that the graduate engineer gains a more holistic integrated professional practice.In contrast to scientific and engineering kno
239、wledge approaches to classify,quantify and separate,Canadian Indigenous Knowledge emphasises participation,experiential learning,process,and connectedness.These Indigenous Knowledge approaches share values with the growing movement in engineering to adopt more sustainable design and development.This
240、 includes bringing Elders and Knowledge Keepers in as advisors,teachers and experts,creating safe spaces for indigenous people in educational environments and inserting Indigenous Knowledge into the core curriculum.Similarly,the two-eyed seeing approach was successfully implemented at a Zimbabwean h
241、igh school7,to help students get to grips with complex scientific concepts around forces in structures.The teachers used a local example of indigenous technology to illustrate the concept(in this case,a local farmer has built a wooden structure to hold his harvest).Research on this approach,which in
242、tegrated Western scientific concepts with indigenous knowledge in context,found that students achievement improved.In Uganda,indigenous dance training has been used in schools since 1962 to allow learners to explore different cultures.Subsequently,the Department of Performing Arts and Film at Makere
243、re University incorporated indigenous dances from ethnic communities into their academic programmes.To facilitate students acquisition of dance skills,culture and knowledge,they use Ubuntu-driven pedagogic frameworks(Ubuntu is a set of values based on concepts such as reciprocity,mutual respect and
244、working towards the common good and strongly emphasises the place of human dignity).For example8:storytelling the learners get access to the information on the history,purpose,and meanings of the dances through storytelling inquisitorial observation where observation of dances ignites discoveries th
245、at can expand a learners understanding embodied experimentalism learners immerse themselves into dance movements,songs,movement gestures,and drum rhythms embodied intercorporealities an individual dancer interfaces with the bodies of other dancers and drummers 25Seeing yourself in the curriculum pee
246、r modelling teachers and learners learn dance skills with and from each other mechanisms of qualitative assessment and feedback the community,dance teachers and dance masters scaffold learning through feedback and support.Challenges and LimitationsInclusion,as seen in some of these initiatives,has b
247、een critiqued as additive(added on to existing practices),implying that the aim is assimilating the approaches into the dominant culture from which they are being excluded.Tools have been created that make it seem like an easy process where we merely need to adapt teaching materials to remove exclus
248、ion,when exclusion is in fact more complex and problematic9.Endeavours to include indigenous knowledge and representatives of local communities can reinforce existing ideas that these communities are not like us,or not us.Given the existing dominant power relations,communities whose knowledge and in
249、terests have been previously marginalised may resist changes to traditional educational approaches because of their achievement aspirations within those traditions.From a student perspective,there are risks around curricula attempting to be inclusive as it can result in overemphasising differences a
250、nd individualisation at the expense of creating a cohesive learning community which recognises difference as well as a common interest.For teachers,even when they want to make changes,existing teacher training and resources may offer little support and guidance on how to transform educational practi
251、ces.Transforming education through curriculum change places a high demand on teaching staff for personal change.The most effective strategy may be to build diverse teaching teams to provide a variety of perspectives,multiple languages,and a physical representation of difference.Team teaching also of
252、fers its own community of practice to support,stretch and challenge individuals in a journey of transforming education.Transformative work around the curriculum requires resources(time,money and skills)to facilitate genuine engagement.ConclusionsThe above examples of curriculum change showcase how h
253、igher education institutions and schools are grappling with aspects of inclusivity and representation.At the same time,these initiatives require reconsideration of knowledge power relations and how one tackles questions such as:Who is the knower?,What and whose knowledge is legitimate?,What power re
254、lations are at play in the processes of knowledge production?,to mention a few.Nevertheless,a feeling of a sense of recognition and humanising curricula are more likely to enhance student performance and success.26Innovating Pedagogy 2023References1.A book chapter that provides a useful conceptualis
255、ation of how knowledge could be decolonised,with some ideas for radical curriculum change,for educators:Jansen,J.D.,&Walters,C.A.(2022).Introduction:The Decolonization of Knowledge Radical Ideas and the Settled Curriculum.In:The Decolonization of Knowledge:Radical Ideas and the Shaping of Institutio
256、ns in South Africa and Beyond(pp.1-24).Cambridge:Cambridge University Press.2.An article outlining pedagogical strategies for fostering humanity as well as dismantling inequalities of knowledge power relations and privileges among students:Walker,M.(2022).A capabilitarian approach to decolonising cu
257、rriculum.Education,Citizenship and Social Justice,Online First(1-14)Published online:September 28,2022.Available at:https:/doi.org/10.1177/123011 (Accessed 22/04/23).3.An article describing the possibilities of introducing indigenous knowledge into higher education curricula:Hayes,A.,Luck
258、ett,K.,&Misiaszek,G.(2021).Possibilities and complexities of decolonising higher education:critical perspectives on praxis.Teaching in Higher Education,Vol.26(7-8),887-901.4.An article that highlights how translanguaging pedagogies can empower students who are disempowered by the sole use of English
259、 as a medium of instruction:Hurst,E.&Mona,M.(2017)Translanguaging as a socially just pedagogy.Education as Change 21(2.)126148.Available at:https:/unisapressjournals.co.za/index.php/EAC/article/view/2015/pdf_60(Accessed 22/04/23).5.An article describing participants working together in learning an A
260、boriginal way to transform perspectives about knowledge and knowing in high education curricula:Kennedy,J.,Thomas,L.,Percy,A.,Dean,B.,Delahunty,J.,Harden-Thew,K.&De Laat,M.(2019)An Aboriginal way towards curriculum reconciliation,International Journal for Academic Development,24:2,148-162.6.An artic
261、le which demonstrates how university educators could facilitate indigenous ways of knowing,being,and doing in engineering education:Seniuk Cicek,J.,Steele,A.,Gauthier,S.,Adobea Mante,A.,Wolf,P.,Robinson,M.,&Mattucci,S.(2021).Indigenizing Engineering education in Canada:critically considered.Teaching
262、 in Higher Education,26:7-8,1038-1059.Available at:https:/doi.org/10.1080/13562517.2021.1935847(Accessed 22/04/23).7.An article showcasing how indigenous knowledge could be incorporated into school science teaching:Gilbert,O.,M.Onwu,and Charles Mufundirwa.(2020).A Two-eyed Seeing Context-based Appro
263、ach for Incorporating Indigenous Knowledge into School Science Teaching.African Journal of Research in Mathematics,Science and Technology Education 24(2):229240.8.A book with pedagogical approaches for educators teaching indigenous dance as part of the curriculum:Mabingo,A.(2020).Ubuntu as dance ped
264、agogy in Uganda:Individuality,community,and inclusion in teaching and learning of indigenous dances.Springer Nature.9.An article with a systematic review of world-wide studies on inclusive curriculum it cautions educators that the inclusive curriculum requires critical attention:Stentiford,L.,&Kouts
265、ouris,G.(2022).Critically considering the inclusive curriculum in higher education.British Journal of Sociology of Education,43(8),1250-1272.Available at:https:/doi.org/10.1080/01425692.2022.2122937(Accessed 22/04/23).27Seeing yourself in the curriculumResources A framework for course teams and modu
266、le leaders in higher education,that promotes the concept of students being reflected in the curriculum:Equality,diversity and inclusion:Inclusive Curriculum Framework.Available at:https:/www.kingston.ac.uk/aboutkingstonuniversity/equality-diversity-and-inclusion/our-inclusive-curriculum/inclusive-cu
267、rriculum-framework/(Accessed 22/04/23).An article exploring stereotype threat,social justice and related issues in STEM teaching:King Miller,B.A.,Stevenson,A.D.,&Casler-Failing,S.L.(2021).Expanding STEM membership:Using science process skills in a social justice curriculum to combat stereotype threa
268、ts and build self-efficacy in African American students.Journal of Educational Research and Practice,11(1),19.Available at:https:/doi.org/10.5590/JERAP.2021.11.1.19(Accessed 22/04/23).University guidance on the use of inclusive language and resources in teaching:Inclusive Teaching Toolkit:Use inclus
269、ive language and resources.Available at:https:/www.monash.edu/library/inclusive-teaching(Accessed 22/04/23).The Open Education Resources of Indigenous Games of Africa(OERiGA)project,an invaluable resource of indigenous games from Southern Africa,Central Africa,East Africa,West Africa and North Afric
270、a.These could be incorporated into the curriculum:Open Education Resources of Indigenous Games of Africa.Available at:http:/etilab.uct.ac.za/oeriga/(Accessed 22/04/23).An Organisation for Economic Cooperation and Development(OECD)report that describes some curriculum innovations for addressing equit
271、y gaps:OECD(2021),Adapting Curriculum to Bridge Equity Gaps:Towards an Inclusive Curriculum,OECD Publishing,Paris.Available at:https:/www.oecd-ilibrary.org/sites/a3191508-en/index.html?itemId=/content/component/a3191508-en(Accessed 22/04/23).A website describing the deeply contextual programme adopt
272、ed by the Australian University of Wollongong to engage with the Aboriginal Elders in a journey to decolonise their curriculum and negotiate knowledges.Jindaola,University of Wollongong.Available at:https:/www.uow.edu.au/about/services/woolyungah-indigenous-centre/news-and-events/2022/jindaola.php#:
273、text=Jindaola%20is%20an%20educational%20development,way%20towards%20achieving%20Curriculum%20Reconciliation(Accessed 1/06/2023).28Innovating Pedagogy 2023Pedagogy of care in digitally mediated settingsPrioritising the well-being and development of students Digitally mediated learningIntroduction A s
274、izable body of research on teacher-student relationships points to the fact that caring is a key contributor to students self-esteem,well-being,and engagement.Caring“can be conceptualised as a feeling,a motivation,and/or a behaviour,reflecting a concern about another persons feelings and needs”1.Tho
275、se who advocate that caring should take on a central position in teaching and learning emphasise that empathy is basic to human relationships,that all people desire to be cared for,and that care is an educational goal and a vital element of the educational process.An educational approach that priori
276、tises empathy and the development of learners in a nurturing,supportive,and equitable learning environment is referred to as the pedagogy of care.Another term often used in the context of caring in teaching and learning is pastoral care.Pastoral care is often seen as separate and parallel to teachin
277、g and refers to tasks assigned to specialists and some teaching staff in an educational institution to promote learners personal and social development and foster positive attitudes.Pedagogy of care has not always been central to teaching.Although it has been argued that education should aim to deve
278、lop competent and caring people,education systems worldwide often over-emphasise academic achievement at the expense of nurturing caring individuals.However,recent global challenges brought by the Covid-19 pandemic and the ongoing climate crisis raised new challenges for educators related to finding
279、 a way to foster a deep connection and care among learners.education systems worldwide often over-emphasise academic achievement at the expense of nurturing caring individuals29Pedagogy of care in digitally mediated settingsThis has brought pedagogy of care to the fore.Situations like Covid-19 made
280、us“rethink what is important to society and hence education.The response from even the most market-driven sectors has been about protecting human life and looking after each other”2.So,what are the key elements of pedagogy of care?What might pedagogy of care involve?Pedagogy of care can involve the
281、following actions3:Modelling recognises that the educator can demonstrate through their own behaviour what caring in action means.We do not tell our students to care;instead,we show them how to care by creating caring relations with them.This can mean being responsive to students needs and concerns,
282、and by demonstrating empathy and understanding.Dialogue recognises that the educator can intentionally provide students with opportunities for an open-ended dialogue,in which they understand that their diverse perspectives are valued.Teachers can encourage the use of open discussions in the classroo
283、m and the practice of drawing conclusions from multiple sources through these discussions.Open dialogue happens when the teacher does not hold the answer.Instead,the teachers and learners together search for a fuller understanding of a learning problem at hand.Practice recognises that the educator c
284、an aim to establish a learning culture where learners are inspired to develop genuine care for their own learning,and awareness of how this relates to,and positively impacts,their wider lives and the lives of their communities.For example,teachers can provide assignments that allow learners to apply
285、 concepts in real-world situations,or group projects that require collaboration and communication,which can help learners practise care and apply what they have learned in a course.Confirmation recognises that the educator can provide personalised feedback that highlights transformative dimensions o
286、f a students learning journey.This can be fostered by the teacher finding an opportunity to provide specific feedback about an individuals caring responses,including the effects of such responses on others.Reflection on the gaps in attainment for specific groups of learners is an important further d
287、river for pedagogy of care.Given the prevalence of such gaps,practices around providing feedback need special consideration.Embedding choices with respect to assessments and feedback can help to reduce barriers.Practising pedagogy of care in digitally mediated settingsThere can be several practical
288、steps an educator might take to practise pedagogy of care in online and digitally mediated settings4:Take time to know your students,their face and name,individually or in small groups if the numbers allow it.If numbers are huge,ensure there are(online)spaces where they can support each other,such a
289、s by setting up a digital common room.Create a hospitable environment and open relationship that would allow students to share with you.This may involve having a flexible policy around the use of cameras or allowing your household members to appear on video conferencing calls sometimes,which can mak
290、e you look more human.Creating a hospitable environment may also involve a reflection on how the default settings of digital tools put a lot of control in the hands of the teacher,such as privileges to mute/unmute participants or send them to breakout rooms without their choice,and how such power dy
291、namics can be addressed.Empathise/imagine the difficulties your students might be going through.The shift to online communication often means we prioritise scheduled events over informal meetings and interactions.Try leaning in to that:send learners an email or a message on your institutional platfo
292、rm,ask if theyre OK,and encourage them to do the same with you5.Respond.This may involve preemptive care e.g.,practising how to use a digital tool with students before it gets officially introduced by institutional policies.30Innovating Pedagogy 2023Challenges and considerationsPractitioners adoptin
293、g a pedagogy of care could face several challenges.One of these is personal exhaustion and burnout.This is because much of the discussion involving pedagogy of care seems to be focused on care performed by teachers towards their students,stressing that students needs should be prioritised.It is impo
294、rtant to consider self-care as a form of care among educators and others who support learning.Drawing on pedagogy of care can at times lead to“a heavy burden of emotional labour that is insufficiently recognised or rewarded”6.Incorporating pedagogy of care into an institutional approach can help to
295、reduce the burden,and create a different culture where care is not viewed as a burden but is key to a persons responsibilities.A third challenge concerns the fact that emotional labour is often borne by the least privileged members of the university workforce,such as women and ethnic minorities.Such
296、 practices point to persistent systemic issues in education and lead to increasing inequalities in the workplace.ConclusionsPedagogy of care,which prioritises empathy,equity,and well-being in the classroom is a much-needed pedagogical approach among the current global challenges.Pedagogy of care is
297、associated with its own set of challenges,such as the risk of burnout among those who choose to care or the risk of adopting this approach leading to unrecognised and unrewarded labour.Caring in online and digitally mediated settings brings a further set of challenges,as online educators and student
298、s can feel removed from each other not only by space,but also often by time.Nonetheless,to put a pedagogy of care into practise,there are several actions teachers can take,such as reflecting on the privileges that the use of digital tools confers on them or trying to empathise and imagine the diffic
299、ulties their learners may go through at different moments of their studies.If learners have the experiences of being cared for or of seeing others model care,then they may feel a stronger obligation to care,both for the environment and for other people.A nurturing learning space31Pedagogy of care in
300、 digitally mediated settingsReferences1.An academic journal article providing a definition for caring and explaining why it is important in education:Lavy,S.,&Naama-Ghanayim,E.(2020).Why care about caring?Linking teachers caring and sense of meaning at work with students self-esteem,well-being,and s
301、chool engagement.Teaching and Teacher Education,91,103046.Available at:https:/ 31/03/23).2.A blog post explaining why pedagogy of care is important now more than ever before and how it can help address some of the global challenges:Acevedo,B.(2020,April 28).Pedagogy of Care in Times of Crisis.Anglia
302、 Ruskin University blog.Available at:https:/aru.ac.uk/blogs/pedagogy-of-care(Accessed 13/03/23).3.A blog post discussing the foundational work of Nel Noddings on pedagogy of care and the four key components she puts forward for practising this approach:modelling,dialogue,practice,and confirmation:Sm
303、ith,M.K.(2020).Nel Noddings,the ethics of care and education.The encyclopedia of pedagogy and informal education.Available at:https:/infed.org/mobi/nel-noddings-the-ethics-of-care-and-education/(Accessed 31/03/23).4.A blog post by an Egyptian educator,Maha Bali,who has been pioneering a conceptualis
304、ation of pedagogy of care in online education and in the use of technologies:Bali,M.(2020).Pedagogy of Care:Covid-19 Edition.Reflecting Allowed-Maha Balis blog about education.Available at:https:/blog.mahabali.me/educational-technology-2/pedagogy-of-care-covid-19-edition/(Accessed 31/03/23).5.An art
305、icle in Times Higher Education outlining practical steps for practising pastoral care in online settings:Headleand,C.(2020).Pastoral care for students in the digital classroom.Available at:https:/ 31/03/23).6.An academic journal article discussing some of the challenges of pedagogy of care and how i
306、t can take an emotional toll on educators:Kennedy,E.,Oliver,M.,&Littlejohn,A.(2022).“You make yourself entirely available”:Emotional labour in a caring approach to online teaching.Italian Journal of Educational Technology,30(1),30-48.Available at:http:/r.it/index.php/td/article/view/1237(Accessed 31
307、/03/23).Resources An academic journal article discussing how pedagogy of care cannot be practised without considerations for equity in the classroom:Bali,M.,&Zamora,M.(2022).The equity-care matrix:Theory and practice.Italian journal of educational technology,30(1),92-115.Available at:https:/r.it/ind
308、ex.php/td/article/view/1241(Accessed 31/03/23).A blog post discussing how caring should also be practiced for teachers and not just for learners:Bali,M.(2021).Pedagogy of Care Caring for Teachers.Available at:https:/blog.mahabali.me/pedagogy/critical-pedagogy/pedagogy-of-care-caring-for-teachers/(Ac
309、cessed 31/03/23).A commentary in the Science journal from a university professor sharing their own experiences with compassion in education and explaining why compassion in the classroom is importantLarsen,J.(2023).Professors,we canand shouldprioritize compassion with our students.Science.Available
310、at:https:/www.science.org/content/article/professors-we-can-and-should-prioritize-compassion-our-students(Accessed 3/04/23).32Innovating Pedagogy 2023Podcasts as pedagogy Embedding podcasts in teaching and learning practicesIntroduction Podcasts(a blend of the words iPod and broadcast)are a series o
311、f audio episodes focused on a particular theme or topic,such as gardening,health,business or politics.They are often free to access,but require the internet for streaming or downloading,and they do not follow a pre-determined length,format,or style of production level.They are sometimes monetised th
312、rough advertisements and subscriptions.There are a wide range of technologies that can be used to produce podcasts(e.g.,software such as Anchor or Buzzsprout)and to listen to them(e.g.,Spotify or Apple Podcasts).Podcasts are often listened to in leisure time,but interest in the use of podcasts in ed
313、ucational settings has been growing over the past few years.While podcasts and podcasting have been around for over a decade,they are experiencing a resurgence,with many educators critically engaging with this medium to ask questions about meaningful integration in teaching and learning1.Educational
314、 podcastsThere are two main ways that podcasts can be used in educational practices:1.Podcast curation using podcasts that already exist to enhance the content in a course.2.Podcast creation for example,by making customised content as part of multimodal resources to enhance course content or for use
315、 in assessment.Podcasts can also be created by students.Further looking at these two types of use,it has been argued that there are three core aspects of podcasts that warrant further attention.The first is the type and purpose of the podcast this means considering the format and structure of the po
316、dcasts and the teaching and learning purposes that underpin their production.The second is student engagement this involves considering the ways in which students engage with,experience,and use podcasts to develop their learning.Thirdly,the content of podcasts this aspect involves considering the co
317、ntent that is developed and presented in educational podcasts and its relationships with other teaching materials and methods2.These three areas are explored in the sections below with reference to practical examples.The use of podcasts in education can have many advantages.These include flexibility
318、,control over how the podcast is listened to by students,the informality of podcasts which may appeal to learners,inclusivity,and the delivery of up-to-date content3.Similarly,podcasts have been incorporated into e-learning modules in higher education institutions through aspects such as audio lectu
319、res,expert interviews/case studies,assessments involving reflection,and recording of field trips3.Type and purposeThe type and purpose of educationally oriented podcasts has diversified in recent years.It is important to consider what the learning goals are when using podcasts,and what type of podca
320、st you want to create or you want your students to create.Research has sought to categorise educational podcasts into three distinct types or genres4.1.The Quick Burst has a focus on succinct delivery of one key piece of information in each podcast episode.They are normally quite short in length(i.e
321、.,below 5 minutes).This genre of podcasts has been used in different learning areas such as science,language learning and history.2.The Narrative has a focus on telling a story about a topic and are much longer in length.This genre of podcasts has become popular in history.3.The Chat Show has a focu
322、s on a conversation between two or more participants to explore various ideas and concepts.This has been used in a variety of disciplines such as science and sport.33Podcasts as pedagogy Recording a podcast Choosing existing content that falls into these types and purposes or creating updated conten
323、t that is directed towards a specific purpose can help to support the use of podcasting in education.In terms of purpose,for example,the ability to gather and share information through podcasts across time and space,coupled with the emphasis on dialogue,participation,and voice,could mean that podcas
324、ts may hold emancipatory potential(i.e.,free a person from previous restraint)5.Student engagement The use of podcasts in education involves considerations of the ways in which students engage with,experience,and use podcasts to develop their learning.Co-creating or structuring classroom tasks so th
325、at students generate their own podcasts for the purposes of assessment or revision is one example of promoting active and dialogic practices(learning through dialogue).Scholars have suggested that using narrative podcasts as a shared learning experience can enhance levels of engagement and foster be
326、tter efficacy in critical thinking3.One recent case study based in a university in Indonesia showed that through student created podcasts,the students involved gained knowledge,competence,and assurance from the experience,enabling them to do further independent research6.students gained knowledge,co
327、mpetence,and assurance from the experience,enabling them to do further independent researchContent creationContent creation refers to how podcasts are produced by educational podcasters,teachers and sometimes students.Due to the increase in affordable recording equipment and freely available softwar
328、e,the creation of podcasts is becoming more widespread.Content for podcasts is usually created using a script or prompt sheet to help structure the podcast.For example,research has explored the experiences of women of colour who have produced independent podcasts focused on informal,adult education.
329、The research revealed how the women,who are the podcast producers,found a sense of professional and personal growth through podcasts which also developed a sense of connection with their networks and audience7.Educators have commented on how the process of producing podcasts was welcomed as an oppor
330、tunity to discuss core subject ideas in a more informal way and to develop their own communication skills8.34Innovating Pedagogy 2023At the University of Cape Town,an anthropology lecturer included podcasts in his course curriculum so students could interview people in their environment and share it
331、 as a podcast series to reflect the stories in their communities.This assignment allowed them to learn how to make their own podcasts by using the universitys podcast studio,to record the interview and edit it themselves.They booked the studio,and at different times each student could interview part
332、icipants from their community.This assignment allowed them to co-create the course content because their interviews were shared as part of a peer-learning exercise,and they could also reflect on concepts in the class.The convenor did not take a podcast that was already made and add it to the resourc
333、es,but rather enabled and encouraged students to create their own podcasts and gain the confidence to learn a new skill.This is a good case for students co-creating podcasts,because the educator included it as a modality to respond to an assessment.Challenges and LimitationsDespite the optimism about podcast use in education,there has also been a degree of concern about their use.Aspects include t