Pedagogical innovation is driven by discoveries in neurological research and teaching-skills-development research. In addition, today pedagogical innovation to a large extent takes place in interplay with the development and use of edtech. The last contribute and sometimes is critical to be able to implement the latest findings of pedagogical innovation in practice. The following model that is based on Cornelis Adrianus van Dorp’s research forms a dynamic foundation for educational innovation especially since it is integrated with the development of the digital society.
The model consists of four cornerstones:
-information- and communication technology
-neurological- and educational research
-the students- and the learning environment’s spatial prerequisites
-learning objectives and goals
Five pedagogical approaches
The general pedagogical toolbox includes five tools/approaches where often a mix of different pedagogies forms the best performing learning efficiency and quality.
1. introduction-based teaching – preparing for learning
This approach directly connects to all other approaches below. Where its importance has increased tremendously in the digital society’s more human-centred development and with many different forms of contents, especially digital contents. In this spirit, the student has to learn to analyse sources and content since the accessibility to information is almost unlimited. And at the same time study skills, in general, is equally more important than during the industrial society. Since the old teaching by telling approach that then ruled with an authoritative style, rarely offered any room for a second opinion. Today, with a second, third, fourth and more opinions one click away study skills must also improve along with source and content analysis skills.
2. teaching for a group – formal learning including teaching by telling
Of course, the industrial society approach to learning is still a vital form of pedagogy in the classroom. Even though the general trend is that it more and more is becoming an approach among others.
3. collaborative learning – less formal, more creative and exploring learning
This approach comes in many different forms including exercises that is more self-governed learning on a group level, project-based learning, a lab for both natural- and societal science, simulations (digital) and role-play (real-world or/and digital) etc. The main driving-forces are human interaction, real-time event, group- and/or individual decision-making and strategy, and learning by doing. In other words, goal-driven active learning and development of skills.
4. self-studies – more self-governed learning on an individual level
This approach includes personalized learning and relation-based learning, meaning teacher and student collaboration to build learning paths, coaching and mentorship, support-based learning with follow-up and one-to-one teaching. As the student can work more independently with support from technology and new approaches. The teacher will have more time to adapted personalised qualitative teaching and support.
5. development of future pedagogical approaches
From the four cornerstones and with the fast development of technology as the driving-force more workable approaches is certainly waiting around the corner.
Framework for Learning Design
The four cornerstones and combinations of the four pedagogical approaches and new pedagogical methods give a workable framework for the development of learning. The learning design should start from the student’s perspective. To develop qualitative, engaging and efficient books, courses and applications for learning. A great guide for such projects is the 6iModel that you can learn more about in my book Learning Design in Practice for Everybody.
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