How can the latest research about modes of teaching, learning and assessment online provide stimulus for best practice in Nex Kōtuitui?

The Flexible Learning Association of New Zealand (FLANZ) has addressed the latest report from The Open University. The full report is here. 

In a recent workshop, Dr Simon Atkinson presented the themes from the report. In 2022 we are now able to evaluate some ways that we have maximised opportunities in online and hybrid learning. Atkinson focused on ten concepts for teaching online, but here we focus on the five most relevant to our NEX.

1. Pedagogies of the home

This goes beyond the old-school model of 'homeschooling' and moves toward cultural relevance. Of course, there is scope for informal teaching that will be of greater relevance for the learner than in the physical school environment. Online teachers and learners in Aotearoa have been in this space for at least two decades. What kinds of learning can happen from home that may not be possible in the classroom environment?

For Aotearoa, this about the home as a place of cultural learning. It also acknowledges the inequities of marginalised communities who aim to learn in traditional spaces.

2.  Pedagogies of autonomy

How can we build capacity for freedom and independent learning? This practice explores the notion of incorporating informal, non-formal, and formal learning. The aim is to nurture learners who self-regulate, and can develop self-reflection. It channels learners into a category of becoming 'professionals', since learning is seen as a 'profession'. Learners who are professionals are actively engaged in their learning, not passive recipients of content.

Nothing new here, but a possible angle as to how we can view our ākonga as masters of their own learning.

3. Pedagogies of micro-credentials

This is where learners can play-off their own formal and informal learning. These are accredited short courses or credits that a learner could use to create a portfolio of credentials. Micro-credentials could be unpacked in our upcoming conference in November: what demands for skills currently exist, and how might some formal acknowledgement of them serve that demand?

4. Influencer-led education

What impact can social media and influencers have in the online education space? Influencers may be well-qualified, even certified to speak in this space. Or they may not be. As professionals, we are well-exposed to brands that offer assistance with online teaching.

There are also plenty of spaces for commentaries from influencers who offer short-cuts away from quality education. How would we as a NEX want to best filter those commentaries, if at all?

5. Pedagogy of discomfort

Finally, this pedagogy focuses on a kind of mobility while our ākonga learn. Are they seated or could they learn in a more mobile environment? This might better serve our neurodiverse learners. The pedagogy of discomfort could open some conversations around the limitations of seated, screened learning. While FLANZ tends to focus on tertiary learning, and the walk-and-talk model that primarily suits the mainstream learner, how could we as NEX work through the pedagogy of discomfort?

Please feel free to access the resources here:

Innovating Pedagogy 2022: Open University Innovation Report 10. Milton Keynes: The Open University.

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FLANZ webinar

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Transcript of FLANZ webinar