原文鏈接地址：

https://www./cgi-bin/page.cgi?post=69037

原報(bào)告鏈接地址：https://iet./file/innovating-pedagogy-2019.pdf

This 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 seventh report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce the report, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from Norway s Centre for the Science of Learning & Technology (SLATE). We proposed a long list of new educational terms, theories, and practices.We then pared these down to ten that have the potential to provoke major shifts in educational practice. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarized below in approximate order of immediacy and timescale to widespread implementation. 

這一系列報(bào)告探索交互世界里的教學(xué)、學(xué)習(xí)和評(píng)估的新方式，以期引導(dǎo)教師和決策者創(chuàng)新富有成效。第七份報(bào)告中提議了十項(xiàng)創(chuàng)新方法，這些方法已經(jīng)開始流行，但還未對(duì)教育產(chǎn)生深遠(yuǎn)影響。為了撰寫這份報(bào)告，英國(guó)開放大學(xué)教育技術(shù)研究所的一波學(xué)者與挪威學(xué)習(xí)與技術(shù)科學(xué)中心(SLATE)的研究人員進(jìn)行了合作。我們先是提出了一長(zhǎng)串新的教育術(shù)語、理論和實(shí)踐，然后我們盡其所能壓縮只留下十個(gè)有可能引發(fā)教育實(shí)踐重大改變的項(xiàng)目，最終，我們從這些項(xiàng)目已發(fā)表和未發(fā)表的作品中，提煉匯編了十類可能會(huì)改變教育的教學(xué)革新。下面將按照這些新方法被廣泛實(shí)施的即迫性和時(shí)間尺度的大致順序，對(duì)這些十條教學(xué)革新進(jìn)行概述。

1.Playful learning: 

1.玩樂學(xué)習(xí)

There are many advantages to play in learning, both for children and adults. It is not simply an activity to help young children develop. It evokes creativity, imagination, and happiness. It also has life-long benefits. Playful learning has a focus on the process more than the outcome and allows for exploration of different issues from a variety of perspectives. There are many different ways to support playful learning. These include play-based approaches to teaching, designing digital games for learning, and developing playful values through participation in spaces that allow experimentation and positive failure. Play provides an important contrast to an increasing focus on memorization, testing, and performance in education, all of which reduce opportunities for active exploration. 

無論對(duì)孩子還是成人，在學(xué)習(xí)中經(jīng)歷玩樂有很多好處。玩樂活動(dòng)不是單單幫助幼兒發(fā)展，它能激發(fā)孩子的創(chuàng)造力、想象力和幸福感，更能產(chǎn)生終其一生的益處。玩樂學(xué)習(xí)更注重過程而不是結(jié)果，它允許孩子在過程中從不同的角度探索不同的問題。有許多不同方法可以支持玩樂學(xué)習(xí)。這些方法包括，以玩樂為主方法進(jìn)行教學(xué)，以學(xué)習(xí)為導(dǎo)向設(shè)計(jì)的數(shù)字游戲，以及通過參與那些被允許的實(shí)驗(yàn)和產(chǎn)生積極意義的失敗體驗(yàn)，來發(fā)展玩樂的價(jià)值。相比較，玩樂在教育中扮演重要的作用，而所有那些不斷強(qiáng)化的注重記憶、考試和表現(xiàn)的教學(xué)方法，都是在不斷削減學(xué)習(xí)者積極探索的機(jī)會(huì)。

2.Learning with robots: 

2.和機(jī)器人學(xué)習(xí)

Conversations that facilitate and enable learning are an essential part of education. Skilled teachers engage in frequent conversations with their learners. These interactions take time but intelligent software assistants and robots can help. These machines set new expectations for what can be achieved. For example, they can help a learner understand something by providing a partner for conversation who is always available. They can assist teachers by responding quickly to frequent queries or by helping them with assessment. This can free teachers to redirect their energy towards essentially human tasks, such as exercising judgement and providing emotional support. Robots are also becoming capable of learning through interaction and conversation with a human tutor. Once they understand humans sufficiently well, this approach could be used for skill-based assessments. 

對(duì)話能促進(jìn)和賦能學(xué)習(xí)，是教育不可或缺的組成部分。富有經(jīng)驗(yàn)的教師會(huì)經(jīng)常與學(xué)生對(duì)話。這些對(duì)話互動(dòng)需要花費(fèi)時(shí)間，但智能軟件助手和機(jī)器人可以起作用。把要實(shí)現(xiàn)的學(xué)習(xí)期待設(shè)定為這些機(jī)器的新目標(biāo)。例如，它們可以幫助學(xué)習(xí)者理解一些東西，成為一個(gè)隨時(shí)可以交談的伙伴。他們也可以幫助教師，快速回答那些頻繁被問的問題，或在教學(xué)評(píng)估中幫助教師。這就可以解放教師，讓教師有精力轉(zhuǎn)向以人為中心的任務(wù)上來，如進(jìn)行一些決策判斷和為學(xué)習(xí)者提供情感支持。機(jī)器人也能夠通過與人類導(dǎo)師的互動(dòng)和對(duì)話來學(xué)習(xí)。一旦它們能足夠清楚地理解人類，這種和機(jī)器人學(xué)習(xí)的方法，就可以用在基于技能評(píng)估的學(xué)習(xí)項(xiàng)目中。

3.Decolonising learning: 

3.非殖民化學(xué)習(xí)

A curriculum provides a way of identifying the knowledge we value. It structures the ways in which we are taught to think and talk about the world. As education has become increasingly global, communities have challenged the widespread assumption that the most valuable knowledge and the most valuable ways of teaching and learning come from a single European tradition. Decolonizing learning prompts us to consider everything we study from new perspectives. It draws attention to how often the only world view presented to learners is male, white, and European. This isn’t simply about removing some content from the curriculum and replacing it with new content – it’s about considering multiple perspectives and making space to think carefully about what we value. Decolonizing learning helps us to recognize, understand, and challenge the ways in which our world is shaped by colonialism. It also prompts us to examine our professional practices. It is an approach that includes indigenous knowledge and ways of learning, enabling students to explore themselves and their values and to define success on their own terms. 

一個(gè)課程提供一種方法來鑒別出我們所重視的知識(shí)，它也塑造我們思考和談?wù)撌澜绲姆绞?。隨著教育日益全球化，一種普遍的認(rèn)識(shí)認(rèn)為，最有價(jià)值的知識(shí)和最有價(jià)值的教與學(xué)方法，只來自歐洲的傳統(tǒng)。當(dāng)?shù)氐娜藗儗?duì)這一認(rèn)識(shí)提出了挑戰(zhàn)。非殖民化學(xué)習(xí)促使我們從新的角度來考慮我們所學(xué)的一切。它讓人們注意到，我們多少次向?qū)W習(xí)者展示的唯一世界觀，都是男性、白人和歐洲人。這并不是簡(jiǎn)單地從課程中刪除一些內(nèi)容，然后用新內(nèi)容取而代之，而是要從多個(gè)角度考慮問題，并留出思考空間，仔細(xì)考慮究竟什么是我們看重的東西。非殖民化的學(xué)習(xí)幫助我們認(rèn)識(shí)、理解和挑戰(zhàn)殖民主義塑造我們世界的方式。它也促使我們審視自己的職業(yè)實(shí)踐。這是一種包括本土知識(shí)和學(xué)習(xí)方式的方法，使學(xué)生能夠探索自己和他們自己的價(jià)值觀，并以他們自己的方式定義成功。

4.Drone-based learning: 

4.無人機(jī)學(xué)習(xí)

Drones are small devices that can be controlled remotely and made to carry out various tasks, either while in the air or once they have landed. Typically, they are used to take photographs or make videos. Learners can use them to look inside inaccessible places or to see a landscape from different angles. Using drones, students can collect data in places that would otherwise be difficult or dangerous to access. The use of drones helps learners to develop new skills, including planning routes and interpreting visual clues in the landscape. This enriches exploration of many physical spaces. Drone- based learning also stimulates valuable discussion around how emerging technologies can be used responsibly in learning spaces beyond the classroom.

無人機(jī)是一種小型設(shè)備，可以遠(yuǎn)程遙控執(zhí)行各種任務(wù)，無論是在空中還是著陸后。通常，它們被用來拍照或制作視頻，學(xué)習(xí)者可以用它們來觀察那些難以到達(dá)的地方或用來能從不同的角度看地形。通過使用無人機(jī)，學(xué)習(xí)者可以收集那些難以到達(dá)地方或危險(xiǎn)的地方的數(shù)據(jù)。無人機(jī)的使用幫助學(xué)習(xí)者發(fā)展新的技能，包括規(guī)劃路線和解釋景觀中的視覺線索。這豐富了對(duì)許多物理空間的探索。無人機(jī)學(xué)習(xí)還激發(fā)了學(xué)習(xí)者關(guān)于如何在課堂之外的學(xué)習(xí)空間，有責(zé)任地使用新興技術(shù)的寶貴討論。

5.Learning through wonder: 

5.從驚奇中學(xué)習(xí)

A wondrous event, such as seeing a brilliant rainbow or a majestic mountain waterfall, creates an experience that provokes interest and curiosity. By questioning and investigating encounters in the everyday world, a child’s desire to understand leads to learning. A nature walk can reveal patterns, such as spirals, fractals, waves, bubbles, and cracks that are at once beautiful and open to mathematical modelling. Visual illusions and magic tricks with familiar objects can provoke questions of causality, action at a distance, and free will. Such wondrous encounters motivate learners to see a phenomenon from many different perspectives. Teachers can include wonder in learning activities through magic shows, object lessons, nature tables, cabinets of curiosities, and outdoor quests, as well as through literature that evokes a sense of wonder

一個(gè)驚奇事件，比如看到一道燦爛的彩虹或雄偉的高山瀑布，會(huì)創(chuàng)造出一種經(jīng)驗(yàn)，激發(fā)你的興趣和好奇心。通過對(duì)日常生活中遇到的讓學(xué)習(xí)者產(chǎn)生驚奇的體驗(yàn)，進(jìn)行設(shè)問和調(diào)查，孩子對(duì)理解的渴望就導(dǎo)致了學(xué)習(xí)的發(fā)生。在大自然中漫步可以發(fā)現(xiàn)某些模型，例如發(fā)現(xiàn)螺旋、分形、波浪、氣泡和裂縫等圖案，這些圖案既美觀又易于數(shù)學(xué)建模。視覺錯(cuò)覺和對(duì)熟悉物體的魔術(shù)可以引出如因果關(guān)系、遠(yuǎn)距離作用和自由意志的問題。這種驚奇體驗(yàn)促使學(xué)習(xí)者從不同的角度來看待一個(gè)現(xiàn)象。教師可以通過魔術(shù)表演、實(shí)物課程、大自然的桌子、奇珍異寶柜、戶外探索等方式，以及通過激發(fā)好奇心的文學(xué)作品，將驚奇體驗(yàn)融入到學(xué)習(xí)者學(xué)習(xí)中。

6.Action learning: 

6.行動(dòng)學(xué)習(xí)

Action learning is a team-based approach to professional development that addresses real and immediate problems. The approach was developed for workplace learning and is now being used more widely. Its aims are to improve existing skills and to solve problems that are significant to those taking part. Learners work in small groups with a trained facilitator. The groups contain a diverse set of people with different interests and experiences. Each learner introduces a problem or issue of concern. By meeting regularly and sharing different perspectives, group members  find and apply solutions. In order to do this, they ask questions, share experiences, and reflect on their actions. 

行動(dòng)學(xué)習(xí)是一種以團(tuán)隊(duì)為基礎(chǔ)的專業(yè)發(fā)展方法，以解決緊迫現(xiàn)實(shí)問題。這種方法是為工作場(chǎng)所學(xué)習(xí)而開發(fā)的，現(xiàn)在正得到更廣泛的應(yīng)用。它的目的是提高已有技能和解決那些行動(dòng)參與中的重要問題。學(xué)習(xí)者在一個(gè)訓(xùn)練有素的促進(jìn)者的帶領(lǐng)下進(jìn)行小組學(xué)習(xí)。這些團(tuán)體包含了一群有著不同興趣和經(jīng)歷的人。每個(gè)學(xué)習(xí)者介紹一個(gè)問題或其關(guān)注的問題。通過定期會(huì)面和分享不同的觀點(diǎn)，小組成員能找到解決問題的方案并加以實(shí)施應(yīng)用。為了做到這一點(diǎn)，他們會(huì)提出問題，分享經(jīng)驗(yàn)，反思自己的行為。

7.Virtual studios: 

7.虛擬工作室

Virtual studios are a topic of great current interest. While they have existed as a concept for some time, understanding of how learning takes place in traditional and virtual studios has matured, and there is a growing confidence associated with the use and understanding of alternative studios. Virtual studios are not simply an online version of physical studios. They have their own educational value and offer new possibilities. The studio is changing, allowing different forms to emerge in education. For example, a globally distributed design, specification, and fabrication studio is no longer an impossibility – it is a probable future for design practice as well as education. Commercial examples have already been established. It is now important that educators reflect on how to make best use of this emerging technology. 

虛擬工作室是當(dāng)前人們非常感興趣的一個(gè)主題。雖然它們作為一個(gè)概念存在只是一段時(shí)間，但是對(duì)在傳統(tǒng)和虛擬工作室中學(xué)習(xí)如何發(fā)生的理解已經(jīng)成熟，并且對(duì)虛擬工作室的應(yīng)用和理解，有證據(jù)信心表明越來越高。當(dāng)然，虛擬工作室不僅僅是實(shí)體工作室的在線版，它們有自己的教育價(jià)值并能提供新的可能性。工作室正在改變，允許不同的形式出現(xiàn)在教育中。例如，一個(gè)全球分布的設(shè)計(jì)、規(guī)范和制作工作室不再是不可能，它可能是未來設(shè)計(jì)領(lǐng)域的一種實(shí)踐，教育也是如此。商業(yè)上的例子已經(jīng)建立起來了，現(xiàn)在重要的是教育工作者考慮如何充分地利用好這一新興技術(shù)。

8.Place-based learning: 

基于地點(diǎn)學(xué)習(xí)

Where learners are at a given time influences what they experience, their feelings, and their ways of thinking. These opportunities are limited if study always takes place in similar settings such as classrooms, lecture halls, or libraries. Place-based learning considers location to be a trigger for learning and an active part of how people learn. It is an approach that involves looking for learning opportunities within a local community and using the natural environment to inspire learners. It can support learning about a wide range of subjects, including Culture and History, Geography and Science. Mobile technologies are opening up new opportunities for place-based learning. They offer a sophisticated set of tools that can be used to support study outside the classroom. They also provide opportunities for adding virtual information to physical settings.

學(xué)習(xí)者在特定的時(shí)間地域內(nèi)的體驗(yàn)、感受和思考方式。如果學(xué)習(xí)只是發(fā)生在類似的如教室、演講廳或圖書館等地方，那樣機(jī)會(huì)就會(huì)受限。基于地點(diǎn)的學(xué)習(xí)認(rèn)為地點(diǎn)是學(xué)習(xí)的觸發(fā)器，是人們學(xué)習(xí)方式的一個(gè)活躍部分。這是一種在當(dāng)?shù)厣鐓^(qū)尋找學(xué)習(xí)機(jī)會(huì)，利用自然環(huán)境激勵(lì)學(xué)習(xí)者的方法。它可以支持學(xué)習(xí)廣泛的科目，包括文化和歷史，地理和科學(xué)。移動(dòng)技術(shù)為基于地點(diǎn)的學(xué)習(xí)開辟了新的機(jī)會(huì)。它們提供了一套復(fù)雜的工具，可以用來支持課外學(xué)習(xí)。它們還提供將虛擬信息連接至物理環(huán)境的機(jī)會(huì)。

9.Making thinking visible: 

讓思維可見

Learning becomes more effective when students can visualize their thinking. This can include setting goals, writing down the steps when solving a problem, and making annotations. Teachers can benefit from seeing students’ goals, concepts, and progress. Making thinking visible fits with a view of learning as a constructive activity. Students create knowledge by interacting with tools and resources. As they do so, they leave traces of their thinking in the form of written marks and interactions with digital media such as videos. Technology-enhanced assessment prompts students to show their working as they solve problems and receive automated feedback. Some systems also allow students to pose questions and discuss their progress with teachers and peers during a learning activity. These visible records of students’ personal and social learning can become resources for reflection. Teachers can see how each student is progressing towards mastery of a topic and can identify where students are blocked or have misunderstood a topic. 

當(dāng)學(xué)習(xí)者讓他們思維可見時(shí)，學(xué)習(xí)會(huì)變得更加有效。這包括設(shè)定目標(biāo)，在解決問題時(shí)寫下步驟，以及做注解。教師也會(huì)受益，當(dāng)看到學(xué)生的目標(biāo)、概念和進(jìn)步。讓思考可見，與把學(xué)習(xí)看成是一種建構(gòu)活動(dòng)觀點(diǎn)相符。學(xué)習(xí)者通過與工具和資源的交互來創(chuàng)造知識(shí)，當(dāng)這樣做的時(shí)候，他們留下了他們的思考的痕跡，如以書面標(biāo)記和與數(shù)字媒體如視頻的互動(dòng)。技術(shù)支持的評(píng)估也促使學(xué)生在解決問題和接收自動(dòng)反饋時(shí)展示他們的工作。一些系統(tǒng)還允許學(xué)生在學(xué)習(xí)活動(dòng)中提出問題，并與老師和同學(xué)討論他們的進(jìn)步。這些學(xué)生個(gè)人和社會(huì)化學(xué)習(xí)的可見記錄可以成為資源用來反思。教師可以看到每個(gè)學(xué)生在掌握一個(gè)主題的過程中是如何進(jìn)步的，并可以確定學(xué)生在哪里受到阻礙或是可能誤解了一個(gè)主題。

10.Roots of empathy: 

10.共情之根

Roots of Empathy is a classroom programme that is designed to teach children empathy. It prepares children aged 5 to 13 to interact with others healthily and constructively. It also prepares them to cope with different relationships in their lives. This programme is based on the principle that when children understand how they feel and how other people feel, they find it easier to cope in social situations. In order to help them to do this, Roots of Empathy develops their emotional understanding. Evaluations of the approach show that it decreases children s aggressive behaviour, improves social behaviour, and, due to its emphasis on the actions and feelings of babies, increases the knowledge children have about infant development.

共情之根是一個(gè)旨在教導(dǎo)孩子共情的課堂項(xiàng)目。它幫助5至13歲的兒童健康和建設(shè)性地與他人互動(dòng)。它還能幫助孩子們應(yīng)對(duì)生活中的不同關(guān)系。這個(gè)項(xiàng)目所基于的原則是，當(dāng)孩子們理解自己和他人的感受時(shí)，他們就更容易應(yīng)付社交場(chǎng)合。為了幫助他們做到這一點(diǎn)，共情之根發(fā)展了他們的情感理解。對(duì)該方法的評(píng)價(jià)表明，它減少了兒童的攻擊性行為，改善了兒童的社會(huì)行為，并且由于它強(qiáng)調(diào)嬰兒的行為和感覺，從而增加了兒童對(duì)嬰兒發(fā)展的知識(shí)。

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