Abstract
There is a widespread notion that educational systems should empower learners with skills and competences to cope with a constantly changing landscape. Reference is often made to skills such as critical thinking, problem solving, collaborative skills, innovation, digital literacy, and adaptability. What is negotiable is how best to achieve the development of those skills, in particular which teaching and learning approaches are suitable for facilitating or enabling complex skills development. In this paper, we build on our previous work of exploring new forms of pedagogy for an interactive world, as documented in our Innovating Pedagogy report series. We present a set of innovative pedagogical approaches that have the potential to guide teaching and transform learning. An integrated framework has been developed to select pedagogies for inclusion in this paper, consisting of the following five dimensions: (a) relevance to effective educational theories, (b) research evidence about the effectiveness of the proposed pedagogies, (c) relation to the development of twenty-first century skills, (d) innovative aspects of pedagogy, and (e) level of adoption in educational practice. The selected pedagogies, namely formative analytics, teachback, place-based learning, learning with drones, learning with robots, and citizen inquiry are either attached to specific technological developments, or they have emerged due to an advanced understanding of the science of learning. Each one is presented in terms of the five dimensions of the framework.
Highlights
In its vision for the future of education in 2030, the Organization for Economic Co-operation and Development (OECD, 2018) views essential learner qualities as the acquisition of skills to embrace complex challenges and the development of the person as a whole, valuing common prosperity, sustainability and wellbeing
We present each of the proposed pedagogies in relation to how they meet the framework criteria, in an effort to understand what we know about their effectiveness, what evidence exist showcasing impact on learning, how each pedagogy accommodates the vision of the twenty-first century skills development, innovation aspects and current levels of adoption in educational practice
The review of existing evidence showcases their potential to support learning processes and desirable learning outcomes in both the cognitive and emotional domain. This list of pedagogies is not exhaustive; additional pedagogies that could potentially meet the selection criteria—and which can be found in the Innovating Pedagogy report series—are for example, playful learning emphasizing the need for play, exploration and learning through failure, virtual studios stressing learning flexibility through arts and design, and dynamic assessment during which assessors support learners in identifying and overcoming learning difficulties
Summary
In its vision for the future of education in 2030, the Organization for Economic Co-operation and Development (OECD, 2018) views essential learner qualities as the acquisition of skills to embrace complex challenges and the development of the person as a whole, valuing common prosperity, sustainability and wellbeing. Several frameworks have been produced over the years detailing specific skills and competences for the citizens of the future (e.g., Trilling and Fadel, 2009; OECD, 2015, 2018; Council of the European Union, 2018). These frameworks refer to skills such as critical thinking, problem solving, team work, communication and negotiation skills; and competences related to literacy, multilingualism, STEM, digital, personal, social, and “learning to learn” competences, citizenship, entrepreneurship, and cultural awareness. In a similar line of thinking, in the OECD Learning Framework 2030 (OECD, 2018) cognitive, health and socioemotional foundations are stressed, including literacy, numeracy, digital literacy and data numeracy, physical and mental health, morals, and ethics
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