“教师共读一本书”项目征集领读者（第三期）
创新教学法的探索与实践：基于英国开放大学创新教学报告
“教师共读一本书”是教育部信息化教学能力提升课程（群）虚拟教研室于2022年4月启动的主题教研项目，计划通过读书会的形式开展国内外相关教学方法和案例的对比分析，促进高校教学实践的总结提升，多视角归纳提炼高校有效教法策略。上半年成功举办两期以“伦理教学与课程思政”为主题的读书会，相关导读请订阅“连载|教师共读一本书”。
第三期“教师共读一本书”项目由混合教学创新者联盟、武汉大学课程思政教学研究中心共同策划，将以“创新教学法的探索与实践”为主题，以英国开放大学教育技术研究所发布的年度系列创新教学报告为共读书目，据此开展与国内高校教学实践的对话与讨论。该系列报告自2012年起，至今已经发布十一期，每年报告中均发布在当年及未来十年可能引发学校教育实践重大转变的创新教学法，本期主题教研项目将会开展系列读书会，逐步研读并梳理国内外创新教学的发展脉络与未来趋势，期间也会邀请该系列报告的主笔专家做分享并参与读书会研讨。第一次读书会以《Innovating Pedagogy 2022》作为共读书目，每种教学法由一位老师领读，现征集领读者10人，领读者需要阅读4-6页不等的英文版教学方法相关的内容，基于原文及扩展性资源准备领读内容及PPT（中文），并在读书会进行中文分享。领读者需要真实地展示全文内容，并尽可能结合自己的教学经历进行解读与分享。系列读书会领读者征集活动和具体安排将另行发布，敬请关注公众号。
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附件：第三期共读书目目录
1. 混合模式（6 Pages）
Hybrid models——Maximising learning flexibility and opportunities
In 2011 researchers remarked that combining face-to-face and online learning would become a ‘new normal’, as technology in education was increasingly perceived not as part of, but completely merged with, and indistinguishable from, the learning experience. The big change in education in 2020 was the exponential expansion and exploration of different hybrid models of education, driven by the reaction of educators (and others) to the Covid-19 pandemic.
The pandemic outbreak’s restrictive measures of social distancing and lockdowns in educational institutions was the catalyst for speeding up the rate technology was adopted in education. New models for learning were also introduced to provide better opportunities within education, multiplying ways in which students could participate by opting to attend either in-person or online. Concurrently, the widespread implementation of alternative models for providing and engaging in education (which the hybrid model exemplifies), provided a response to demands for more flexible ways of learning, more online resources and learning opportunities, and continuous professional development in most forms of employment.
2. 双重学习场景（5 Pages）
Dual learning scenarios——Connecting learning in classrooms and industry workplaces
There is a long history of students learning in a combination of classroom and industry settings to understand both theory and its practical application. Examples include working apprentices learning theory in a college setting as part of their training, or undergraduate students given practical industry placements to apply what they have learned in authentic work settings. This approach is given a number of different names, including cooperative education, dual education, or work-integrated learning (WIL). Dual learning sees the value of close synchronisation between classroom training and professional practices in industry: to bring professional reality to the classroom, and theoretical understanding underpinning practice to the workplace. The world of work has changed because of networked technologies, accelerated by the Covid-19 pandemic, a workspace which has increasingly shifted to also include the student’s home as an optional practical third place for learning and working. Innovations in pedagogical practices and technology developments mean that dual learning is well placed to prepare students for future employment. Dual learning graduates not only have broad skill sets that accelerate innovation in firms, but also offer innovation through their high flexibility and employability.
However, traditional arrangements are not always satisfactory. For example, there are concerns that the two domains of learning (classroom and work setting) need to be more closely aligned; and observing and assessing students’ progress while they are working at a distance from the teacher also needs improvement.
3. 微型证书教学法（6 Pages）
Pedagogies of microcredentials——Accredited short courses to develop workplace skills
Microcredentials are a new type of qualification with their own characteristics. Although the definition of these courses has not yet been standardised around the world, elements that are common to many of them require a distinctive approach to teaching and learning. One of these elements is their focus on career, workplace and professional skills. Microcredentials are intended to open opportunities for new groups of learners, so the people who study them are likely to have different characteristics to those who sign up for other forms of education or training. In addition, most microcredential opportunities are offered online and so their design must take into account learners who may have not studied in this way before and need to develop a new set of study skills alongside their studies.
4. 培养自主学习的教学法（4 Pages）
Pedagogy of autonomy——Building capacity for freedom and independent learning
‘Learning to learn’ featured in the 2014 Innovating Pedagogy report. Since then, the move to remote teaching during the Covid-19 pandemic has increased interest in the related area of autonomous (self-directed) learning. This involves the development of educational systems and resources that encourage the growth of learner autonomy, as well as confidence in the learner’s use of self-directed learning strategies. Autonomous learning aligns learning activities and teaching behaviours in order to open up possibilities for learning, rather than constraining learners with a limited curriculum. Teachers and learning designers can provide and promote specific activities that develop these skills and strategies, enabling students to develop higher levels of autonomy.
5. 在线一起观看视频（4 Pages）
Watch parties——Watching videos together, whatever the time or place
Watch parties take place when people watch videos or online presentations together simultaneously; viewers may come from all over the world and are not necessarily co-located. When we use the word ‘party’ in everyday life, we often refer to a social gathering where people are invited along to an event that might include food, drinks and entertainment of some sort. With watch parties, although there is a social gathering, there may not be any refreshments – the focus instead is on the shared learner experience and the video or presentation as the entertainment.
Watch parties have similarities with what many learners may have experienced in school, when they and their class would gather around a television to watch a video that would aim to teach them something relevant to the topic in hand. The difference with watch parties is that they are done online and the viewers involved are usually not all sat together in the same room, or even the same locality – potentially not even in the same country, all watching the media (such as videos) simultaneously. Videos are used a lot for online courses, particularly in Massive Open Online Courses (MOOCs), or even as the basis of entire platforms, e.g. Khan Academy.
Watch parties have become a very topical tool through which learners can engage collectively with a specific video or broadcast. There may be activities to engage with beforehand, during and/or afterwards, such as a group discussion, message-based chats or links to particular learning tasks such as a comprehension activity or a reflective piece.
6. “社交媒体教育影响力者”主导的教育（5 Pages）
Influencer-led education——Learning from education influencers on social media platforms
High-speed, affordable internet access combined with easy and free-to-use authoring platforms like YouTube, Facebook, TikTok and Instagram have resulted in the rise of ‘social media influencers’. These influencers are online personalities who have built up a large fan base: thousands and even millions of viewers who regularly follow them online. They present information and share their views on products, services, and social trends in a multi-sensory way through images, animations, infographics and videos. Until recently influencers were largely associated with the marketing sector, but some are establishing themselves in education. Social media influencers are increasingly shaping learners’ decisions about what to learn, from whom and where, and their online presence tends to blur the boundaries between entertainment and learning.
The content that influencers create, together with their teaching approaches can have great reach and a potentially profound impact. We are increasingly witnessing influencers being treated or positioned as teachers, as well as teachers turning into influencers. This has led to discussions among educators as to whether it would be possible to use the popularity of influencers or draw on their practices to improve formal and quality-assured modes of online education. For example, influencer- led education could be used as one model of how to facilitate the creation of communities motivated to participate in learning.
7. 居家学习教学法（4 Pages）
Pedagogies of the home——Understanding the home as a place for cultural learning
Since the Covid-19 pandemic it has become even more crucial to understand the ‘home’ as a learning environment in terms of its educational and cultural relevance. With children being home-schooled or studying online from home, there has been a pressing need to consider ways in which educational experiences can be adapted to ensure that they are both personally and educationally relevant. The theoretical concept of ‘pedagogies of the home’ (or ‘home pedagogies’) differs from the more traditional ‘home schooling’. Whereas home schooling refers to the education of school-aged children at home, pedagogies of the home seeks to investigate the types of informal teaching and learning practices that occur in a home environment, as well as culturally specific ways of learning such as through the local community.
8. “不适感”教学法（5 Pages）
Pedagogy of discomfort——Emotions as powerful tools for learning and for promoting social justice
The ‘pedagogy of discomfort’ is a process of self-examination that requires students to critically engage with their ideological traditions and ways of thinking about issues such as racism, oppression and social injustice. This process of reflection by the students can bring about a range of emotions, including emotions that cause discomfort (hence the name). The emotions this process elicits can challenge traditional ways of understanding a topic and assumptions made about it, and the process can be a catalyst for change.
Some researchers and educators believe that by reflecting on and emphasising the role that discomfort plays in teaching and learning about these topics, students would experience greater learning and transformation. Putting the students in someone else’s shoes is one strategy often used to discuss and challenge binary attitudes such as ‘us and them’, where one side of the binary is seen as ‘us, good, right, and moral,’ reflecting the status quo or the dominant culture. However, the pedagogy of discomfort can be tricky to put into practice, as educators need to be prepared to share their own emotions and discomfort in addition to providing emotional support and guidance to students and promoting learning.
9. 心理健康教育（4 Pages）
Wellbeing education——Promoting wellbeing across all aspects of teaching and learning
Wellbeing education is education that supports and promotes good mental health for learners. It can have a positive impact on academic attainment as well as other student outcomes such as self-efficacy, self-esteem, motivation and decreased probability of drop out. Good mental health is ‘a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community’ (World Health Organisation, 2018). Mental health has a continuum ranging between healthy functioning (wellbeing) and ill functioning. Depending on life circumstances, a person will commonly move up and down this continuum at different points in their life. While physical health has received attention in education, the mental health and wellbeing of learners has been largely neglected until recently.
Wellbeing education helps students to develop mental health ‘literacy’ by teaching them how to manage their own mental health, recognize possible disorders, and learn how, where and when to seek help. Wellbeing education also extends beyond learners and the development of relevant knowledge, skills and competences by relating to mechanisms that can support learners while they are navigating their way through education. These include the creation of a student-centred environment that promotes wellbeing and addresses obstacles to wellbeing in areas such as the cultural realities of learners. This, in turn, embeds values such as compassion and empathy in the learning process, also supporting teachers’ wellbeing alongside that of their learners.
10. “边走边谈”教学法（5 Pages）
Walk-and-talk——Combining movement and conversation to enhance learning
Philosophers long ago remarked upon the fact that the act of walking, alone or with others, facilitates thinking and discussion, which are key elements of learning. As education is increasingly conducted online and there are concerns around the harmful effects of too much sedentary and isolated learning from home, there is interest in reviving, adapting or devising pedagogies that involve both conversations and the act of walking. During a pandemic, outdoor activities such as a walk or a hike may be available when meeting indoors is not possible, providing an alternative way to connect with others and relief from sitting in front of a computer or TV. These developments dovetail with the contemporary rise of mobile learning, especially when the educational activities involve longer walks combined with side-by-side conversations when walking with someone else, phone conversations or messaging through texts. Walking can stimulate curiosity about one’s surroundings, improve one’s mood, clear the mind and spark new ideas. Its rhythm is conducive to oral rehearsal, for example when preparing or learning a speech, which may aid memorisation and build confidence.
When walking with another person or in a group, there are opportunities for side-by-side conversations that may differ from those when people are looking at each other face-to-face. When we are walking, we are not directly looking at each other, and this may encourage some people to talk more openly or be willing to talk more than they would otherwise, therefore the walking element of the conversation influences the interactions we have in these situations. Combining walking and talking is a powerful way to enable some types of interaction, reflection and consolidation, to alter states of mind and to encourage new ideas.
