The potential for differing expectations between students and teachers using digital technologies also can create an unpredictable environment in an atmosphere dominated by accountability. How digital technologies are best used in higher education teaching and learning is slowly emerging, although the use of digital technologies in learning and research have become entrenched.
A small group of academics, with strong educational technology research and teaching experience, have adapted the format of the New Media Consortium Horizons reports and have produced a very exciting and novel report about innovating with pedagogy. The report, Innovating Pedagogy 2012, the first in a series of annual reports from The Open University, selects and discusses ten pedagogies where information and communications technologies (ICT) can make a difference.
Innovating Pedagogy 2012 discusses how university educational leaders can innovate with pedagogy using e-books, short courses, assessment, badges for accrediting learning, massive open online courses (MOOCs), open scholarly publishing, seamless learning, learning analytics, personal inquiry and community knowledge building. The discussion for each innovation is rich being informed by research, and based on experience and information from colleagues globally. The central focus for viewing the pedagogical innovations is on ‘the theory and practice of teaching, learning, and assessment’ (p. 6). The discussions are backed-up with a list of resources that are a mixture of research, pilot projects and comments about successful innovative programs in higher education.
Para ver la copia de Innovating Pedagogy 2012, oprima aquí.
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