Innovating Pedagogy 2012 (UK Open University)

The UK Open University has published a  new report Innovating Pedagogy 2012 (Exploring new forms of teaching, learning and assessment, to guide educators and policy makers). The report  proposes ten innovations that are already in currency but have not yet had a profound influence on education.

• New pedagogy for e-books (Innovative ways of teaching and learning with next-generation e-books)


• Publisher-led short courses (Publishers producing commercial short courses for leisure and professional development)


• Assessment for learning (Assessment that supports the learning process through diagnostic) feedback)


• Badges to accredit learning (Open framework for gaining recognition of skills and achievements)


• MOOCs (Massive open online courses)


• Rebirth of academic publishing (New forms of open scholarly publishing)


• Seamless learning (Connecting learning across settings, technologies and activities)


• Learning analytics (Data-driven analysis of learning activities and environments)


• Personal inquiry learning (Learning through collaborative inquiry and active investigation)


• Rhizomatic learning (Knowledge constructed by self-aware communities adapting to environmental conditions)

From the introduction: 

“Our aim is to produce a series of reports that explore new pedagogies for an interactive world. The reports are intended for teachers, policy makers, academics and anyone interested in how education may change over the next ten years. By pedagogy we mean the theory and practice of teaching, learning, and assessment. This first report proposes ten innovations in pedagogy that are already in currency but have not yet had a profound influence on education.

Whether, or when, they will do so depends on many factors, not least on whether policy makers and practitioners come to understand their significance. In compiling the report it became clear that the innovations are not independent, but fit together into a new and disruptive form of education that transcends boundaries between formal and informal settings, institutional and self-directed learning, and traditional education providers and commercial organisations....

The report has been written by a small group of  academics in the Institute of Educational Technology and the Faculty of Mathematics, Computing and Technology at The Open University. It is not the product of expert focus group meetings, Delphi studies, or scenario-planning workshops. Rather, it is based on knowledge acquired from leading research projects, reading and writing educational research papers and blogs, holding conversations with colleagues worldwide, and surveying published and unpublished literature."

You can read and download the full report here.