Innovating Pedagogy 2015: Open University Innovation Report 4

This is the fourth in a series of annual reports on innovations in teaching, learning and assessment. The Innovating Pedagogy reports are intended for teachers, policy makers, academics and anyone interested in how education may change over the next ten years. This 2015 report introduces ten pedagogies that either already influence educational practice or offer opportunities for the future. By ‘innovative pedagogies’ we mean theories and practices of teaching, learning and assessment for the modern, technology-enabled world.

Module C1 : Learning at university

This module highlights some of the key features of university reading and writing

Being a Teacher: Reading 8. Accountability for Professional Practice

In the article from which this excerpt is taken, the writer analyses five forms of accountability that may operate in various institutions in a democratic society.

Module C1 ? Learning at university

This module highlights some of the key features of university reading and writing

Enhancing learning and teaching through the use of technology. A revised approach to HEFCE?s strategy for e-learning

This document builds on ‘HEFCE strategy for e-learning’ (HEFCE 2005/12), published in March 2005, and focuses on enhancing learning, teaching and assessment through the use of technology. Some of it draws on that strategy, but we also reflect on how techno

An eLearning Policy for Staffordshire University

Policy on exploiting new delivery mechanisms, including networked workplace and ‘e’ learning, to the benefit of a wider range of students both on and off campus.

Many to one: using the Mobile Phone to interact with large classes

"The issue of communicating effectively with large classes can be solved using student’s mobile phones, and a restructuring of the lecture format to include communications from the students. The author describes a piece of software designed to facilita

Teaching Psychology in Large Classes: An international survey of solutions

The aim of this ED500 project was to create an overview of problem solutions for teaching a large first year Psychology subject. The problems faced by first year Psychology at the University of Queensland are typical problems of any large first year subjec

Teaching a Large Class in a Technological Setting

In this paper, the author discusses the challenges faced in designing and implementing a Calculus class with strength of about 300 students at I. I. T Bombay in July-November 2007. Teaching a large class necessitates the use of technology. The use of tech