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Institute of Educational Technology, The Open University, Milton Keynes, United Kingdom

There is a widespread notion that educational systems should empower learners with skills and competences to cope with a constantly changing landscape. Reference is often made to skills such as critical thinking, problem solving, collaborative skills, innovation, digital literacy, and adaptability. What is negotiable is how best to achieve the development of those skills, in particular which teaching and learning approaches are suitable for facilitating or enabling complex skills development. In this paper, we build on our previous work of exploring new forms of pedagogy for an interactive world, as documented in our Innovating Pedagogy report series. We present a set of innovative pedagogical approaches that have the potential to guide teaching and transform learning. An integrated framework has been developed to select pedagogies for inclusion in this paper, consisting of the following five dimensions: (a) relevance to effective educational theories, (b) research evidence about the effectiveness of the proposed pedagogies, (c) relation to the development of twenty-first century skills, (d) innovative aspects of pedagogy, and (e) level of adoption in educational practice. The selected pedagogies, namely formative analytics, teachback, place-based learning, learning with drones, learning with robots, and citizen inquiry are either attached to specific technological developments, or they have emerged due to an advanced understanding of the science of learning. Each one is presented in terms of the five dimensions of the framework.

Introduction

In its vision for the future of education in 2030, the Organization for Economic Co-operation and Development ( OECD, 2018) views essential learner qualities as the acquisition of skills to embrace complex challenges and the development of the person as a whole, valuing common prosperity, sustainability and wellbeing. Wellbeing is perceived as "inclusive growth" related to equitable access to " quality of life, including health, civic engagement, social connections, education, security, life satisfaction and the environment" (p. 4). To achieve this vision, a varied set of skills and competences is needed, that would allow learners to act as "change agents" who can achieve positive impact on their surroundings by developing empathy and anticipating the consequences of their actions.

Several frameworks have been produced over the years detailing specific skills and competences for the citizens of the future (e.g., Trilling and Fadel, 2009; OECD, 2015, 2018; Council of the European Union, 2018). These frameworks refer to skills such as critical thinking, problem solving, team work, communication and negotiation skills; and competences related to literacy, multilingualism, STEM, digital, personal, social, and "learning to learn" competences, citizenship, entrepreneurship, and cultural awareness ( Trilling and Fadel, 2009; Council of the European Union, 2018). In a similar line of thinking, in the OECD Learning Framework 2030 ( OECD, 2018) cognitive, health and socio-emotional foundations are stressed, including literacy, numeracy, digital literacy and data numeracy, physical and mental health, morals, and ethics.

The question we are asked to answer is whether the education vision of the future, or the development of the skills needed to cope with an ever-changing society, has been met, or can be met. The short answer is not yet. For example, the Programme for International Student Assessment (PISA) has been ranking educational systems based on 15-year-old students' performance on tests about reading, mathematics and science every 3 years in more than 90 countries. In the latest published report ( OECD, 2015), Japan, Estonia, Finland, and Canada are the four highest performing OECD countries in science. This means that students from these countries on average can " creatively and autonomously apply their knowledge and skills to a wide variety of situations, including unfamiliar ones" ( OECD, 2016a, p.2). Yet about 20% of students across participating countries are shown to perform below the baseline in science and proficiency in reading ( OECD, 2016b). Those most at risk are socio-economically disadvantaged students, who are almost three times more likely than their peers not to meet the given baselines. These outcomes are quite alarming; they stress the need for evidence-based, effective, and innovative teaching and learning approaches that can result in not only improved learning outcomes but also greater student wellbeing. Overall, an increasing focus on memorization and testing has been observed in education, including early years, that leaves no space for active exploration and playful learning ( Mitchell, 2018), and threatens the wellbeing and socioemotional growth of learners. There is an increased evidence-base that shows that although teachers would like to implement more active, innovative forms of education to meet the diverse learning needs of their students, due to a myriad of constraints teachers often resort to more traditional, conservative approaches to teaching and learning ( Ebert-May et al., 2011; Herodotou et al., 2019).

In this paper, we propose that the distance between educational vision and current teaching practice can be bridged through the adoption and use of appropriate pedagogy that has been tested and proven to contribute to the development of the person as a whole. Evidence of impact becomes a central component of the teaching practice; what works and for whom in terms of learning and development can provide guidelines to teaching practitioners as to how to modify or update their teaching in order to achieve desirable learning outcomes. Educational institutions may have already adopted innovations in educational technology equipment (such as mobile devices), yet this change has not necessarily been accompanied by respective changes in the practice of teaching and learning. Enduring transformations can be brought about through "pedagogy," that is improvements in "the theory and practice of teaching, learning, and assessment" and not the mere introduction of technology in classrooms ( Sharples, 2019). PISA analysis of the impact of Information Communication Technology (ICT) on reading, mathematics, and science in countries heavily invested in educational technology showed mixed effects and "no appreciable improvements" ( OECD, 2015, p.3).

The aim of this study is to review and present a set of innovative, evidence-based pedagogical approaches that have the potential to guide teaching practitioners and transform learning processes and outcomes. The selected pedagogies draw from the successful Innovating Pedagogy report series ( https://iet.open.ac.uk/innovating-pedagogy), produced by The Open University UK (OU) in collaboration with other centers of research in teaching and learning, that explore innovative forms of teaching, learning and assessment. Since 2012, the OU has produced seven Innovating Pedagogy reports with SRI international (USA), National Institute of Education (Singapore), Learning In a NetworKed Society (Israel), and the Center for the Science of Learning & Technology (Norway). For each report, teams of researchers shared ideas, proposed innovations, read research papers and blogs, and commented on each other's draft contributions in an organic manner ( Sharples et al., 2012, 2013, 2014, 2015, 2016; Ferguson et al., 2017, 2019). Starting from an initial list of potential promising educational innovations that may already be in currency but not yet reached a critical mass of influence on education, these lists were critically and collaboratively examined, and reduced to 9-11 main topics identified as having the potential to provoke major shifts in educational practice.

After seven years of gathering a total of 70 innovative pedagogies, in this paper seven academics from the OU, authors of the various Innovating Pedagogy reports, critically reflected on which of these approaches have the strongest evidence and/or potential to transform learning processes and outcomes to meet the future educational skills and competences described by OECD and others. Based upon five criteria and extensive discussions, we selected six approaches that we believe have the most evidence and/or potential for future education:

* Formative analytics,

* Teachback,

* Place-based learning,

* Learning with robots,

* Learning with drones,

* Citizen inquiry.

Formative analytics is defined as "supporting the learner to reflect on what is learned, what can be improved, which goals can be achieved, and how to move forward" ( Sharples et al., 2016, p.32). Teachback is a means for two or more people to demonstrate that they are progressing toward a shared understanding of a complex topic. Place-based learning derives learning opportunities from local community settings, which help students connect abstract concepts from the classroom and textbooks with practical challenges encountered in their own localities. Learning with robots could help teachers to free up time on simple, repetitive tasks, and provide scaffolding to learners. Learning with drones is being used to support fieldwork by enhancing students' capability to explore outdoor physical environments. Finally, citizen inquiry describes ways that members of the public can learn by initiating or joining shared inquiry-led scientific investigations.

Devising a Framework for Selection: The Role of Evidence

* Relevance to effective educational theories: the first criterion refers to whether the proposed pedagogy relates to specific educational theories that have shown to be effective in terms of improving learning.

* Research evidence about the effectiveness of the proposed pedagogies: the second criterion refers to actual studies testing the proposed pedagogy and their outcomes.

* Relation to the development of twenty-first century skills: the third criterion refers to whether the pedagogy can contribute to the development of the twenty-first century skills or the education vision of 2030 (as described in the introduction section).

* Innovative aspects of pedagogy: the fourth criterion details what is innovative or new in relation to the proposed pedagogy.

* Level of adoption in educational practice: the last criterion brings in evidence about the current level of adoption in education, in an effort to identify gaps in our knowledge and propose future directions of research.

A major component of the proposed framework is effectiveness, or the generation of evidence of impact. The definition of what constitutes evidence varies ( Ferguson and Clow, 2017; Batty et al., 2019), and this often relates to the quality or strength of evidence presented. The Strength of Evidence pyramid by John and McNeal (2017) (see Figure 1) categorizes different types of evidence based on their strength, ranging from expert opinions as the least strong type of evidence to meta-analysis or synthesis as the strongest or most reliable form of evidence. While the bottom of the pyramid refers to "practitioners' wisdom about teaching and learning," the next two levels refer to peer-reviewed and published primary sources of evidence, both qualitative and quantitative. They are mostly case-studies, based on either the example of a single institution, or a cross-institutional analysis involving multiple courses or institutions. The top two levels involve careful consideration of existing resources of evidence and inclusion in a synthesis or meta-analysis. For example, variations of this pyramid in medical studies present Randomized Control Trials (RCTs) at the second top level of the pyramid, indicating the value of this approach for gaining less biased quality evidence.

Another approach proposed by the innovation foundation Nesta presents evidence on a scale of 1 to 5, showcasing the level of confidence with the impact of an intervention ( Puttick and Ludlow, 2012). Level 1 studies describe logically, coherently and convincingly what has been done and why it matters, while level 5 studies produce manuals ensuring consistent replication of a study. The evidence becomes stronger when studies prove causality (e.g., through experimental approaches) and can be replicated successfully. While these frameworks are useful for assessing the quality or strength of evidence, they do not make any reference to how the purpose of a study can define which type of evidence to collect. Different types of evidence could effectively address different purposes; depending on the objective of a given study a different type of evidence could be used ( Batty et al., 2019). For example, the UK government-funded research work by the Educational Endowment Foundation (EEF) is using RCTs, instead of for example expert opinions, as the purpose of their studies is to capture the impact of certain interventions nationally across schools in the UK.

Education, as opposed to other disciplines such as medicine and agriculture, has been less concerned with evaluating different pedagogical approaches and determining their impact on learning outcomes. The argument often made is the difficulty in evaluating learning processes, especially through experimental methodologies, due to variability in teaching conditions across classrooms and between different practitioners, that may inhibit any comparisons and valid conclusions. In particular, RCTs have been sparse and often criticized as not explaining any impact (or absence of impact) on learning, a limitation that could be overcome by combining RCT outcomes with qualitative methodologies ( Herodotou et al., 2017a). Mixed-methods evaluations could identify how faithfully an intervention is applied to different learning contexts or for example, the degree to which teachers have been engaged with it. An alternative approach is Design-Based Research (DBR); this is a form of action-based research where a problem in the educational process is identified, solutions informed by existing literature are proposed, and iterative cycles of testing and refinement take place in order to identify what works in practice in order to improve the solution. DBR often results in guidelines or theory development (e.g., Anderson and Shattuck, 2012).

An evidence-based mindset in education has been recently popularized through the EEF. Their development of the teaching and learning toolkit provides an overview of existing evidence about certain approaches to improving teaching and learning, summarized in terms of impact on attainment, cost and the supporting strength of evidence. Amongst the most effective teaching approaches are the provision of feedback, development of metacognition and self-regulation, homework for secondary students, and mastery learning ( https://educationendowmentfoundation.org.uk). Similarly, the National Center for Education and Evaluation (NCEE) in the US conducts large-scale evaluations of education programs with funds from the government. Amongst the interventions with the highest effectiveness ratings are phonological awareness training, reading recovery, and dialogic reading ( https://ies.ed.gov/ncee/).

The importance of evidence generation is also evident in the explicit focus of Higher Education institutions in understanding and increasing educational effectiveness as a means to: tackle inequalities and promote educational justice (see Durham University Evidence Center for Education; DECE), provide high quality education for independent and lifelong learners (Learning and Teaching strategy, Imperial College London), develop criticality and deepen learning (London Center for Leadership in Learning, UCL Institute of Education), and improve student retention and performance in online and distance settings [Institute of Educational Technology (IET) OU].

The generation of evidence can help identify or debunk possible myths in education and distinguish between practitioners' beliefs about what works in their practice as opposed to research evidence emerging from systematically assessing a specific teaching approach. A characteristic example is the "Learning Styles" myth and the assumption that teachers should identify and accommodate each learner's special way of learning such as visual, auditory and kinesthetic. While there is no consistent evidence that considering learning styles can improve learning outcomes (e.g., Rohrer and Pashler, 2010; Kirschner and van Merriënboer, 2013; Newton and Miah, 2017), many teachers believe in learning styles and make efforts in organizing their teaching around them ( Newton and Miah, 2017). In the same study, one third of participants stated that they would continue to use learning styles in their practice despite being presented with negative evidence. This suggests that we are rather in the early days of transforming the practice of education and in particular, developing a shared evidence-based mindset across researchers and practitioners.

In order to critically review the 70 innovative pedagogies from the seven Innovating Pedagogy reports, over a period of 2 months the seven authors critically evaluated academic and gray literature that was published after the respective reports were launched. In line with the five criteria defined above, each author contributed in a dynamic Google sheet what evidence was available for promising approaches. Based upon the initial list of 70, a short-list of 10 approaches was pre-selected. These were further fine-tuned to the final six approaches identified for this study based upon the emerging evidence of impact available as well as potential opportunity for future educational innovation. The emerging evidence and impact of the six approaches were peer-reviewed by the authoring team after contributions had been anonymized, and the lead author assigned the final categorizations.

In the next section, we present each of the proposed pedagogies in relation to how they meet the framework criteria, in an effort to understand what we know about their effectiveness, what evidence exist showcasing impact on learning, how each pedagogy accommodates the vision of the twenty-first century skills development, innovation aspects and current levels of adoption in educational practice.

Selected Pedagogies

Formative Analytics

Relevance to Effective Educational Theories

As indicated by the Innovating Pedagogy 2016 report ( Sharples et al., 2016, p.32), "formative analytics are focused on supporting the learner to reflect on what is learned, what can be improved, which goals can be achieved, and how to move forward." In contrast to most analytics approaches that focus on analytics of learning, formative analytics aims to support analytics for learning, for a learner to reach his or her goals through "smart" analytics, such as visualizations of potential learning paths or personalized feedback. For example, these formative analytics might help learners to effectively self-regulate their learning. Zimmerman (2000) defined self-regulation as "self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal learning goals." Students have a range of choices and options when they are learning in blended or online environments as to when, what, how, and with whom to study, with minimal guidance from teachers. Therefore, "appropriate" Self-Regulated Learning (SRL) strategies are needed for achieving individual learning goals ( Hadwin et al., 2011; Trevors et al., 2016).

With the arrival of fine-grained log-data and the emergence of learning analytics there are potentially more, and perhaps new, opportunities to map how to support students with different SRL ( Winne, 2017). With trace data on students' affect (e.g., emotional expression in text, self-reported dispositions), behavior (e.g., engagement, time on task, clicks), and cognition (e.g., how to work through a task, mastery of task, problem-solving techniques), researchers and teachers are able to potentially test and critically examine pedagogical theories like SRL theories on a micro as well as macro-level ( Panadero et al., 2016; D'Mello et al., 2017).

Research Evidence About the Effectiveness of the Proposed Pedagogies

There is an emergence of literature that uses formative analytics to support SRL and to understand how students are setting goals and solve computer-based tasks ( Azevedo et al., 2013; Winne, 2017). For example, using the software tool nStudy ( Winne, 2017) recently showed that trace data from students in forms of notes, bookmarks, or quotes can be used to understand the cycles of self-regulation. In a study of 285 students learning French in a business context, using log-file data ( Gelan et al., 2018) found that engaged and self-regulated students outperformed students who were "behind" in their study. In an introductory mathematics course amongst 922 students, Tempelaar et al. (2015) showed that a combination of self-reported learning dispositions from students in conjunction with log-data of actual engagement in mathematics tasks provide effective formative analytics feedback to students. Recently, Fincham et al. (2018) found that formative analytics could actively encourage 1,138 engineering learners to critically reflect upon one of their eight adopted learning strategies, and where needed adjust it.

Relation to the Development of Twenty-First Century Skills

Innovative Aspects of Pedagogy

By using fine-grained data and reporting this directly back to students in the form of feedback or dashboards, the educational practice is substantially influenced, and subsequently innovated. In particular, instead of waiting for feedback from a teacher at the end of an assessment task, students can receive formative analytics on demand (when they want to), or ask for the formative analytics that link to their own self-regulation strategies. This is a radical departure from more traditional pedagogies that either place the teacher at the center, or expect students to be fully responsible for their SRL.

Level of Adoption in Educational Practice

Teachback

Relevance to Effective Educational Theories

The method of Teachback, and the name, were originally devised by the educational technologist Gordon Pask (1976), as a means for two or more people to demonstrate that they are progressing toward a shared understanding of a complex topic. It starts with an expert, teacher, or more knowledgeable student explaining their knowledge of a topic to another person who has less understanding. Next, the less knowledgeable student attempts to teach back what they have learned to the more knowledgeable person. If that is successful, the one with more knowledge might then explain the topic in more detail. If the less knowledgeable person has difficulty in teaching back, the person with more expertise tries to explain in a clearer or different way. The less knowledgeable person teaches it again until they both agree.

A classroom teachback session could consist of pairs of students taking turns to teach back to each other a series of topics set by the teacher. For example, a science class might be learning the topic of "eclipses." The teacher splits the class into pairs and asks one student in each pair to explain to the other what they know about "eclipse of the sun." Next, the class receives instruction about eclipses from the teacher, or a video explanation. Then, the second student in the pair teaches back what they have just learned. The first student asks questions to clarify such as, "What do you mean by that?" If either student is unsure, or the two disagree, then they can ask the teacher. The students may also jointly write a short explanation, or draw a diagram of the eclipse, to explain what they have learned.

The method is based on the educational theory of "radical constructivism" (e.g., von Glaserfeld, 1987) which sees knowledge as an adaptive process, allowing people to cope in the world of experience by building consensus through mutually understood language. It is a cybernetic theory, not a cognitive one, in which structured conversation and feedback among individuals create a system that "comes to know" by creating areas of mutual understanding.

Research Evidence About the Effectiveness of the Proposed Pedagogies

Some doctors and healthcare professionals have adopted teachback in their conversations with patients to make sure they understand instructions on how to take medication and manage their care. In a study by Negarandeh et al. (2013) with 43 diabetic patients, a nurse conducted one 20-min teachback session for each patient, each week over 3 weeks. A control group ( N = 40) spent similar times with the nurse, but received standard consultations. The nurse asked questions such as "When you get home, your partner will ask you what the nurse said. What will you tell them?" Six weeks after the last session, those patients who learned through teachback knew significantly more about how to care for their diabetes than the control group patients. Indeed, a systematic review study of 12 published articles covering teachback for patients showed positive outcomes on a variety of measures, though not all were statistically significant ( Ha Dinh et al., 2016).

Relation to the Development of Twenty-First Century Skills

Teachback has strong relevance in a world of social and conversational media, with "fake news" competing for attention alongside verified facts and robust knowledge. How can a student "come to know" a new topic, especially one that is controversial. Teachback can be a means to develop the skills of questioning knowledge, seeking understanding, and striving for agreement.

Innovative Aspects of Pedagogy

The conversational partner in Teachback could be an online tutor or fellow student, or an Artificial Intelligence (AI) system that provides a "teachable agent". With a teachable agent, the student attempts to teach a recently-learned topic to the computer and can see a dynamic map of the concepts that the computer agent has "learned" ( www.teachableagents.org/). The computer could then attempt to teachback the knowledge. Alternatively, AI techniques can enhance human teachback by offering support and resources for a productive conversation, for example to search for information or clarify the meaning of a term.

Rudman (2002) demonstrated a computer-based variation on teachback. In this study, one person learned the topic of herbal remedies from a book and became the teacher. A second person then attempted to learn about the same topic by holding a phone conversation with the more-knowledgeable teacher. The phone conversation between the two people was continually monitored by an AI program that detected keywords in the spoken dialogue. Whenever the AI program recognized a keyword or phrase in the conversation (such as the name of a medicinal herb, or its properties), it displayed useful information on the screen of the learner, but not the teacher. Giving helpful feedback to the learner balanced the conversation, so that both could hold a more constructive discussion.

Level of Adoption in Educational Practice

The method has seen some adoption into medical practice ( https://bit.ly/2Xr9qY5). It has also been tested at small scale for science education ( Gutierrez, 2003). Reciprocal teaching has been adopted in some schools for teaching of reading comprehension ( Oczuks, 2003).

Placed-Based Learning

Place-based learning derives learning opportunities from local community settings. These help students to connect abstract concepts from the classroom and textbooks with practical challenges encountered in their own localities. "Place" can refer to learning about physical localities, but also the social and cultural layers embedded within neighborhoods; and engaging with communities and environments as well as observing them. It can be applied as much to arts and humanities focused learning as science-based learning. Place-based learning can encompass service learning, where students, and teachers solve local community problems, and through place-based learning acquire and learn a range of skills ( Sobel, 2004). Mobile and networked technologies have opened up new possibilities for constructing and sharing knowledge, and reaching out to different stakeholders. Learning can take place while mobile, enabling communication across students and teachers, and beyond the field site. The physical and social aspects of the environment can be enhanced or augmented by digital layers to enable a richer experience, and greater access to resources and expertise.

Relevance to Effective Educational Theories

Place-based learning draws upon experiential models of learning (e.g., Kolb, 1984), where active engagement with a situation and resulting experiences are reflected upon to help conceptualize learning, which in turn may trigger further explorations or experimentation. It may be structured as problem-based learning. Unplanned or unintentional learning outcomes may occur as a result of engagements, so place-based learning also draws on incidental learning (e.g., Kerka, 2000). Place-based learning declares that a more "authentic" and meaningful learning experience can happen in relevant environments, aligning with situated cognition, that states that knowledge is situated within physical, social and cultural contexts ( Brown et al., 1989). Learning episodes are often encountered with and through other people, a form of socio-cultural learning (e.g., Vygotsky, 1978). Networked technologies can enhance what experiences may be possible, and through the connections that might be made, recently articulated as connectivism (e.g., Siemens, 2005; Ito et al., 2013).

Research Evidence About the Effectiveness of the Proposed Pedagogies

Place-based learning draws on a range of pedagogies, and in part derives its authority from research into their efficacy (e.g., experiential learning, situated learning, problem-based learning). For example, in a study of 400 US high school students Ernst and Monroe (2004) found that environment-based teaching both significantly improved students' critical thinking skills, and also their disposition toward critical thinking. Research has shown that learning is very effective if carried out in "contexts familiar to students' everyday lives" ( Bretz, 2001, p.1112). In another study, Linnemanstons and Jordan (2017) found that educators perceived students to display greater engagement and understanding of concepts when learning through experiential approaches in a specific place. Semken and Freeman (2008) trialed a method to test whether "sense of place" could be measured as learning outcome when students are taught through place-based science activities. Using a set of psychometric surveys tested on a cohort of 31 students, they "observed significant gains in student place attachment and place meaning" (p.1042). In an analysis of 23 studies exploring indigenous education in Canada, Madden (2015) showed that place-based education can play an effective role in decolonizing curriculum, fostering understandings of shared histories between indigenous and non-indigenous learners in Canada. Context-aware systems that are triggered by place can provide location relevant learning resources ( Kukulska-Hulme et al., 2015), enhancing the ecology of tools available for place-based learning. However, prompts to action from digital devices might also be seen as culturally inappropriate in informal, community based learning where educational activities and their deployment needs to be considered with sensitivity ( Gaved and Peasgood, 2017).

Relation to the Development of Twenty-First Century Skills

Critical thinking and problem solving are central to this experiential-based approach to learning. Contextually based, place-based learning requires creativity and innovation by participants to manage and respond to often unexpected circumstances with unexpected learning opportunities and outcomes likely to arise. As an often social form of learning, communication and collaboration are key skills developed, with a need to show sensitivity to local circumstances. An ability to learn the skills to manage social and cross-cultural interactivity will be central for a range of subject areas taught through place-based learning, such as language learning or human geography. Increasingly, place-based learning is enhanced or augmented by mobile and networked technologies, so digital literacy skills need to be acquired to take full advantage of the tools now available.

Innovative Aspects of Pedagogy

Place-based learning re-associates learning with local contexts, at a time when educators are under pressure to fit into national curricula and a globalized world. It seeks to re-establish students with a sense of place, and recognize the opportunities of learning in and from local community settings, using neighborhoods as the specific context for experiential and problem-based learning. It can provide a mechanism for decolonializing curriculum, recognizing that specific spaces can be understood to have different meanings to different groups of people, and allowing diverse voices to be represented. Digital and networked technologies extend the potential for group and individual learning, reaching out and sharing knowledge with a wider range of stakeholders, enabling flexibility in learning, and a greater scale of interactions. Networked tools enable access to global resources, and learning beyond the internet, with smartphones and tablets (increasingly owned by the learners themselves) as well as other digital tools linked together for gathering, analyzing and reflection on data and interactions. Context and location aware technologies can trigger learning resources on personal devices, and augment physical spaces: augmented reality tools can dynamically overlay data layers and context sensitive virtual information ( Klopfer and Squire, 2008; Wu et al., 2013).

Level of Adoption in Educational Practice

Place-based learning could be said to pre-date formal classroom based learning in the traditional sense of work based learning (e.g., apprenticeships), or informal learning (e.g., informal language learning). Aspects of place-based learning have a long heritage, such as environmental education and learning though overcoming neighborhood challenge, with the focus on taking account of learning opportunities "beyond the schoolhouse gate" ( Theobald and Curtiss, 2000). Place-based learning aligns with current pedagogical interests in education that is "multidisciplinary, experiential, and aligned with cultural and ecological sustainability" ( Webber and Miller, 2016, p.1067).

Learning With Robots

Relevance to Effective Educational Theories

Learning through interaction and then reflecting upon the outcomes of these interactions prompted Papert (1980) to develop the Logo Turtles. It can be argued that these turtles were one of the first robots to be used in schools whose theoretical premises were grounded within a Constructivist approach to learning. Constructivism translates into a pedagogy where students actively engage in experimental endeavors often based within real-world problem solving undertakings. This was how the first turtles were used to assist children to understand basic mathematical concepts. Logo turtles have morphed into wheeled robots in current Japanese classrooms where 11- and 12-year olds learn how to program them and then compete in teams to create the code needed to guide their robots safely through an obstacle course. This latter approach encourages children to "Think and Learn Together with Information and Communication Technology" as discussed by Dawes and Wegerif (2004). Vygotsky's theoretical influence is then foregrounded in this particular pedagogical context, where his sociocultural theory recognizes and emphasizes the role of language within any social interaction to prompt cognitive development.

Research Evidence About the Effectiveness of the Proposed Pedagogies

Relation to the Development of Twenty-First Century Skills

Teaching a robot to undertake a task through specific instructions mimics the way human teachers behave with pupils when they impart a rule set or heuristics to the pupils using a variety of rhetoric techniques in reaction to the learner's latest attempt at completing a given task. This modus operandi has been well documented by Jerome Bruner and colleagues and has been termed as "scaffolding" ( Wood et al., 1979). This latter example illustrates a growing recognition of the expanding communicative and expressive potential found through working with robots and encouraging teamwork and collaboration.

Innovative Aspects of Pedagogy

The robot can undertake a number of roles, with different levels of involvement in the learning task. Some of the examples mentioned above demonstrate the robot taking on a more passive role ( Mubin et al., 2013). This is when it can be used to teach programming, such as moving the robot on a physical route with many obstacles. Robots can also act as peers and learn together with the student or act as a teacher itself. The "interactive cat" (iCat) developed by Philips Research is an example of a robotic teacher helping language learning. It has a mechanical rendered cat face and can express emotion. This was an important feature with respect to social supportiveness, an important attribute belonging to human tutors. Research showed that social supportive behavior exhibited by the robot tutor had a positive effect on students' learning. The supportive behaviors exhibited by iCat tutor were non-verbal behavior, such as smiling, attention building, empathy, and communicativeness.

Level of Adoption in Educational Practice

Interest in learning with robots in the classroom and beyond is growing but purchasing expensive equipment which will require technical support can prevent adoption. There are also ethical issues that need to be addressed since "conversations" with embodied robots that can support both learning and new forms of assessment must all sustain equity within an ethical framework. As yet these have not been agreed within the AI community.

Learning With Drones

Relevance to Effective Educational Theories

Outdoor fieldwork is a long-standing student-centered pedagogy across a range of disciplines, which is increasingly supported by information technology ( Thomas and Munge, 2015, 2017). Within this tradition, drone-based learning, a recent innovation, is being used to support fieldwork by enhancing students' capability to explore outdoor physical environments. When students engage in outdoor learning experiences, reflect on those experiences, conceptualize their learning and experiment with new actions, they are engaging in experiential learning ( Kolb, 1984). The combination of human senses with the multimedia capabilities of a drone (image and video capture) means that the learning experience can be rich and multimodal. Another key aspect is that learning takes place through research, scientific data collection and analysis; drones are typically used to assist with data collection from different perspectives and in places that can be difficult to access. In the sphere of informal and leisure learning in places such as nature reserves and cultural heritage sites ( Staiff, 2016), drone-based exploration is based on discovery and is a way to make the visitor experience more attractive.

Research Evidence About the Effectiveness of the Proposed Pedagogies

There is not yet much research evidence on drone-based learning, but there are some case studies, teachers' accounts based on observations of their students, and pedagogically-informed suggestions for how drones may be applied to educational problems and the development of students' knowledge and practical skills. For example, a case study conducted in Malaysia with postgraduate students taking a MOOC ( Zakaria et al., 2018) was concerned with students working on a video creation task using drones, in the context of problem-based learning about local issues. The data analysis showed how active the students had been during a task which involved video shooting and editing/production. In the US, it was reported that a teacher introduced drones to a class of elementary students with autism in order to enhance their engagement and according to the teacher the results were "encouraging" since the students stayed on task better and were more involved with learning ( Joch, 2018). In the context of education in Australia, Sattar et al. (2017) give suggestions for using drones to develop many kinds of skills, competences and understanding in various disciplines, also emphasizing the learners' active engagement.

Relation to the Development of Twenty-First Century Skills

Sattar et al. (2017) argue that using drone technology will prepare and equip students with the technical skills and expertise which will be in demand in future, enhance their problem-solving skills and help them cope with future technical and professional requirements; students can be challenged to develop skills in problem-solving, analysis, creativity and critical thinking. Other ideas put forward in the literature suggest that drone-based learning can stimulate curiosity to see things that are hidden from view, give experience in learning through research and analyzing data, and it can help with visual literacies including collecting visual data and interpreting visual clues. Another observation is that drone-based learning can raise issues of privacy and ethics, stimulating discussion of how such technologies should be used responsibly when learning outside the classroom.

Innovative Aspects of Pedagogy

Drones enable learners to undertake previously impossible actions on field trips, such as looking inside inaccessible places or inspecting a landscape from several different perspectives. There is opportunity for rich exploration of physical objects and spaces. Drone-based learning can be a way to integrate skills and literacies, particularly orientation and motor skills with digital literacy. It is also a new way to integrate studies with real world experiences, showing students how professionals including land surveyors, news reporters, police officers and many others use drones in their work. Furthermore, it has been proposed as an assistive technology, enabling learners who are not mobile to gain remote access to sites they would not be able to visit ( Mangina et al., 2016).

Level of Adoption in Educational Practice

Accounts of adoption into educational practice suggest that early adopters with an interest in technology have been the first to experiment with drones. There are more accounts of adoption in community settings, professional practice settings and informal learning than in formal education at present. For example, Hodgson et al. (2018) describe how ecologists use drones to monitor wildlife populations and changes in vegetation. Drones can be used to capture images of an area from different angles, enabling communities to collect evidence of environmental problems such as pollution and deforestation. They are used after earthquakes and hurricanes, to assess the damage caused by these disasters, to locate victims, to help deliver aid, and to enhance understanding of assistance needs ( Sandvik and Lohne, 2014). They also enable remote monitoring of illegal trade without having to confront criminals.

Citizen Inquiry

Citizen science is an increasingly popular activity that has the potential to support growth and development in learning science. Active participation by the public in scientific research encourages this. This is due to its potential to educate the public-including young people-and to support the development of skills needed for the workplace, and contribute to findings of real science research. An experience that allows people to become familiar with the work of scientists and learn to make their own science has potential for learning. Citizen science activities can take place online on platforms such as Zooniverse, which hosts some of the largest internet-based citizen science projects or nQuire ( nQuire.org.uk), which scaffolds a wide range of inquiries, or can be offline in a local area (e.g., a bioblitz). In addition, mobile and networked technologies have opened up new possibilities for these investigations (see e.g., Curtis, 2018).

Relevance to Effective Educational Theories

Most current citizen science initiatives engage the general public in some way. For example, they may be in the role of volunteers, often non-expert individuals, in projects generated by scientists such as species recognition and counting. In these types of collaboration the public contributes to data collection and analysis tasks such as observation and measurement. The key theory which underpins this work is that of inquiry learning. " Inquiry-based learning is a powerful generalized method for coming to understand the natural and social world through a process of guided investigation" ( Sharples et al., 2013, p.38). It has been described as a powerful way to encourage learning by encouraging learners to use higher-order thinking skills during the conduct of inquiries and to make connections with their world knowledge.

Inquiry learning is a pedagogy with a long pedigree. First proposed by Dewey as learning through experience it came to the fore in the discovery learning movement of the sixties. Indeed, the term citizen inquiry has been coined which " fuses the creative knowledge building of inquiry learning with the mass collaborative participation exemplified by citizen science, changing the consumer relationship that most people have with research to one of active engagement" ( Sharples et al., 2013, p.38).

Researchers using this citizen inquiry paradigm have described how it " shifts the emphasis of scientific inquiry from scientists to the general public, by having non-professionals (of any age and level of experience) determine their own research agenda and devise their own science investigations underpinned by a model of scientific inquiry. It makes extensive use of web 2.0 and mobile technologies to facilitate massive participation of the public of any age, including youngsters, in collective, online inquiry-based activities" ( Herodotou et al., 2017b). This shift offers more opportunities for learning in these settings.

Research Evidence About the Effectiveness of the Proposed Pedagogies

Research has shown that learning can be developed in citizen science projects. Herodotou et al. (2018) citing a review by Bonney et al. (2009) have found that systematic involvement in citizen science projects produces learning outcomes in a number of ways, including increasing accuracy and degree of self-correction of observations. A number of studies have examined the learning which takes place during the use of iSpot (see Scanlon et al., 2014; Silvertown et al., 2015). Preliminary results showed that novice users can reach a fairly sophisticated understanding of identification over time ( Scanlon et al., 2014). Also, Aristeidou et al. (2017, p 252) examined citizen science activities on nQuire, and reported that some participants perceived learning as a reason for feeling satisfied with their engagement, with comments such as "insight into some topics" and "new information."

Through an online survey, Edwards et al. (2017) reported that citizen science participants of the UK Wetland Bird Survey and the Nest Record Scheme had learned on various dimensions. This was found to be related in part to their prior levels of education. Overall, there is a growing number of studies investigating the relationship between citizen science and learning with some positive indications that projects can be designed to encourage learning (Further studies on learning from citizen science are also discussed by Ballard et al., 2017, and Boakes et al., 2016).

Relation to the Development of Twenty-First Century Skills

The skills required by citizens in the twenty-first century are those derived from citizen science projects. They " need the skills and knowledge to solve problems, evaluate evidence, and make sense of complex information from various sources." ( Ferguson et al., 2017, p.12). As noted by OECD (2015) a significant skill students need to develop is learn to " think like a scientist." This is perceived as an essential skill across professions and not only the science-related ones. In particular, STEM education and jobs are no longer viewed as options for the few or for the "gifted." " Engagement with STEM can develop critical thinking, teamwork skills, and civic engagement. It can also help people cope with the demands of daily life. Enabling learners to experience how science is made can enhance their content knowledge in science, develop scientific skills and contribute to their personal growth. It can also increase their understanding of what it means to be a scientist" ( Ferguson et al., 2017, p.12).

Innovative Aspects of Pedagogy

One of the innovations of this approach is that it enables potentially any citizen to engage and understand scientific activities that are often locked behind the walls of experimental laboratories. Thinking scientifically should not be restricted to scientists; it should be a competency that citizens develop in order to engage critically and reflect on their surroundings. Such skills will enable critical understanding of public debates such as fake news and more active citizenship. Technologically, the development of these skills can be supported by platforms such as nQuire, the vision of which is to scaffold the process of scientific research and facilitate development of relevant skills amongst citizens.

Level of Adoption in Educational Practice

Citizen science activities are mainly found in informal learning settings, with rather limited adoption to formal education. " For example, the Natural History Museum in London offers citizen science projects that anyone can join as an enjoyable way to interact with nature. Earthworm Watch is one such project that runs every spring and autumn in the UK. It is an outdoor activity that asks people to measure soil properties and record earthworms in their garden or in a local green space. Access to museums such as the Natural History Museum is free of charge allowing all people, no matter what their background, to interact with such activities and meet others with similar interests." ( Ferguson et al., 2017, p.13) At the moment, adoption is dependent on individual educators rather than a policy. Two Open University examples are the incorporation of the iSpot platform into a range of courses from short courses such as Neighborhood Nature to MOOCs such as An introduction to Ecology on the FutureLearn platform. In recent years there are more accounts of citizen science projects within school settings (see e.g., Doyle et al., 2018; Saunders et al., 2018; Schuttler et al., 2018).

Discussion

In this paper, we discussed six innovative approaches to teaching and learning that originated from seven Innovating Pedagogy reports ( Sharples et al., 2012, 2013, 2014, 2015, 2016; Ferguson et al., 2017, 2019), drafted between 2012 and 2019 by leading academics in Educational Technology at the OU and institutions in the US, Singapore, Israel, and Norway. Based upon an extensive peer-review by seven OU authors, evidence and impact of six promising innovative approaches were gathered, namely formative analytics, teachback, place-based learning, learning with robots, learning with drones, and citizen inquiry. For these six approaches there is strong or emerging evidence that they can effectively contribute to the development of skills and competences such as critical thinking, problem-solving, digital literacy, thinking like a scientist, group work, and affective development.

The maturity of each pedagogy in terms of evidence generation varies with some pedagogies such as learning with drones being less mature and others such as formative analytics being more advanced. In Table 1, we used the evidence classifications in Figures 1, 2 to provide our own assessment of the overall quality of evidence (strength of evidence and level of confidence (scale 1-5) based on NESTA's standards of evidence shown in Figure 2) for each pedagogy, as a means to identify gaps in current knowledge and direct future research efforts.

Table 1. Future directions of selected pedagogies.

Figure 2. Standards of evidence by Nesta.

The proposed pedagogies have great potential in terms of reducing the distance between aspirations or vision for the future of education and current educational practice. This is evident in their relevance to effective educational theories including experiential learning, inquiry learning, discovery learning, and self-regulated learning, all of which are interactive and engaging ways of learning. Also, the review of existing evidence showcases their potential to support learning processes and desirable learning outcomes in both the cognitive and emotional domain. Yet, this list of pedagogies is not exhaustive; additional pedagogies that could potentially meet the selection criteria-and which can be found in the Innovating Pedagogy report series-are for example, playful learning emphasizing the need for play, exploration and learning through failure, virtual studios stressing learning flexibility through arts and design, and dynamic assessment during which assessors support learners in identifying and overcoming learning difficulties.

Conclusions

In this paper we presented six approaches to teaching and learning and stressed the importance of evidence in transforming the educational practice. We devised and applied an integrated framework for selection that could be used by both researchers and educators (teachers, pre-service teachers, educational policy makers etc.) as an assessment tool for reflecting on and assessing specific pedagogical approaches, either currently in practice or intended to be used in education in the future. Our framework goes beyond existing frameworks that focus primarily on the development of skills and competences for the future, by situating such development within the context of effective educational theories, evidence from research studies, innovative aspects of the pedagogy, and its adoption in educational practice. We made the case that learning is a science and that the testing of learning interventions and teaching approaches before applying these to practice should be a requirement for improving learning outcomes and meeting the expectations of an ever-changing society. We wish this work to spark further dialogue between researchers and practitioners and signal the necessity for evidence-based professional development that will inform and enhance the teaching practice.

Author Contributions

CH: introduction, discussion, confusion sections, revision of manuscript. MS: teachback. MG: place-based learning. BR: formative analytics. ES: citizen inquiry. AK-H: learning with drones. DW: learning with robots.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

References

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Innovative Pedagogies of the Future: An Evidence-Based Selection

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There is a widespread notion that educational systems should empower learners with skills and competences to cope with a constantly changing landscape. Reference is often made to skills such as critical thinking, problem solving, collaborative skills, innovation, digital literacy, and adaptability.

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Institute of Educational Technology research.

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OECD views essential learner qualities as the acquisition of skills to embrace complex challenges and the development of the person as a whole, valuing common prosperity, sustainability and wellbeing.
Well being is described as 'Inclusive growth' which means “quality of life, including health, civic engagement, social connections, education, security, life satisfaction and the environment”
To achieve this vision varied set of skills and competence is needed.
OECD defines such skills as cognitive, health and socio-emotional foundations are stressed, including literacy, numeracy, digital literacy and data numeracy, physical and mental health, morals, and ethics.

Unfortunately, the development of skills needed to cope up with the ever changing society has not yet been met.

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The suggested solution is that the distance between educational vision and current teaching practice can be bridged through the adoption and use of appropriate pedagogy that has been tested and proven to contribute to the development of the person as a whole.
Pedagogies like what works and for whom in terms of learning and development can provide guidelines to teaching practitioners as to how to modify or update their teaching in order to achieve desirable learning outcomes.

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It is selected based on the authors of the various Innovating Pedagogy reports, critically reflected on which of these approaches have the strongest evidence and/or potential to transform learning processes and outcomes to meet the future educational skills and competences.

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Formative Analytics is checking with learner what is taught, how the initial learning can be improved, the goal achieved and how to progress further.

In my subject specialist area this can be applied by assessment, practice on a single topic at different levels of difficulty, checking upon understanding on why a particular topic is important (e.g. the concept of one topic will be used in other future topic like operations on integers will be used in algebra) and slowly applying the simple concepts of maths to more complex topics.

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Teach back according to Innovative Pedagogies is: two or more people to demonstrate that they are progressing toward a shared understanding of a complex topic. According to my understanding this is like a group research on a topic which is new to them and then assessing themselves by sharing ideas. An example we can take is what we've done in the past on padlets as a group and in subject specialist area this can be a mathematical topic to research on . For example a group of students working together to research on 2-D or 3-D shapes and their properties and sharing ideas.

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OECD recommends that future learner should be equipped with essential qualities such as critical thinking to embrace complex challenges and the learners should be able to develop well rounded personalities and should be able to value sustainability and well being of everyone. in order to meet this criteria learners need to develop skills like problem solving, team work, communication and negotiation and competences related to literacy. The education vision of the future, or the development of the skills needed to cope with an ever-changing society however have not yet been successfully met.

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Placed based learning is the way of learning by using local community and environment to help understand their learning away from class room and books. What's my understanding is it is a way of using your subject knowledge in the real world. For example, Maths can be applied for grocery shopping in exchange of monetary swaps, may be in games to score runs, understanding parking boards, involved in local bussinesses or may be helping community to draw local map . There are various ways to apply place-based learning relating subject.

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Appropriate pedagogy should be adopted that has been tested and proven to contribute to the development of the person as a whole. Teachers should be able to modify or adapt the teaching techniques according to the different needs of the learners.

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Learning with robot can help with the repetitive tasks a teacher needs to do and provide support to learners who are inexperienced. It also helps with releasing pressure on a teacher by freeing up some time relating to repetitive tasks. It fosters students motivation, interest and confidence in learning. It's an interactive tool. We can apply this to explore geometry, mesurements, algebra and so on.

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The selected pedagogies are based on the successful Innovating Pedagogy report series, produced by The Open University UK (OU) in collaboration with other centres of research in teaching and learning, that explore innovative forms of teaching, learning and assessment. the team of the researcher reflected on nearly 70 existing innovative pedagogies and selected the that approaches have the strongest evidence and/or potential to transform learning processes and outcomes to meet the future educational skills and competences described by OECD and others.

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Learning with Drones are very helpfull in mathematics as this can improve students experiences of accessing outdoor environment. For example, using drone finding an area of the field, obstacle course, finding distance or to check the height of a building.

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Citizen Inquiry is a way where members of public can learn by 'joining shared inquiry-led scientific investigations'. This method is not very clear to me, however, what I researched based on that it could include surveys ( e.g. on population data), questionnaire (e.g to make decision on service required by an organisation) etc.

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by adopting formative analytics, the teachers should be able to support learners to reflect on what is learned, what can be improved, which goals can be achieved, and how to move forward. The goal of formative analytics is to enhance the teaching and learning process by helping educators make informed decisions about instruction and allowing learners to better understand their progress and take steps to improve.

While teaching English, formative analytics can be a powerful tool for enhancing language learning outcomes. Implementation of adaptive learning systems that adjust the difficulty and content of English language exercises based on individual student performance can ensures that students are challenged at an appropriate level.

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I think from the research data provided in this article: there is a strong evidence that they can effectively contribute to development of skills and competences. However, some approaches are more useful in meeting the visions for education then others. An example is given that Formative analytics is more useful in comparison to Learning with robots.
Also, this list of approaches is not self sufficient so it could be more useful in combination with other approaches.

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Teach back suggests working in pairs. after explaining the topic the teacher can split the class in pairs. The pair consists of one more knowledge learner and one less knowledgeable learner. They both take turns sharing their understanding of the topic. It starts with more knowledgeable student explaining their knowledge of a topic to another person who has less understanding. Next, the less knowledgeable student attempts to teach back what they have learned to the more knowledgeable person. If the less knowledgeable learner has difficulty in teaching back then more knowledgeable will share his/her understanding until they both agree on same point.
This method can help teaching English for example while learning punctuation learners can be split into pairs where more knowledgeable learner can start teaching the concept to less knowledgeable and less knowledgeable can then share his/her understanding of the concept.

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In  place-based learning students connect abstract concepts from the classroom and textbooks with practical challenges encountered in their own localities. it is assumed in place-based learning that a more “authentic” and meaningful learning experience can happen in relevant environments, aligning with situated cognition, that states that knowledge is situated within physical, social and cultural contexts.
In teaching English, the teacher can use place-based learning by introducing students to vocabulary related to their local environment. This could include words for geographical features, landmarks, and community-related terms. Teacher can also organize field trips to local places of interest, such as parks, historical sites, markets, or cultural centres. During the trip, encourage students to observe, interact, and document their experiences in English.

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Learning with robots means the educational practice of using robots as tools or platforms to enhance the learning experience. Robots are used  to support the learning process. Learning with robots often involves teaching students how to program and control robots. This helps develop computational thinking and coding skills.
Robots can engage students in English conversations, providing them with real-life language practice. Students can interact with the robot through speech and receive instant feedback on their pronunciation and language use. Robots can tailor lessons to match each student's proficiency level and learning pace.

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In this style of learning, drones are used to support fieldwork by enhancing students' capability to explore outdoor physical environments. When students engage in outdoor learning experiences, reflect on those experiences, conceptualize their learning and experiment with new actions, they are engaging in experiential learning.
Although drones are used for Science Subjects but drones can help in teaching English as well. Drones equipped with cameras can capture stunning aerial images and videos. Students can learn English by describing what they see, writing captions, or even narrating videos in English.

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The Organisation for Economic Co-operation and Development (OECD, 2018) sees essential learner qualities as the development of the person as a whole, valuing shared prosperity, sustainability, and wellbeing, as well as the acquisition of skills to embrace complex challenges. Having fair access to "quality of life, including health, civic engagement, social connections, education, security, life satisfaction, and the environment" is viewed as "inclusive growth" that promotes wellbeing. in order to turn this vision in reality it purpose the ability to behave as "change agents" who can have a beneficial impact on their surrounds by developing empathy and foreseeing the effects of their actions requires a diverse range of skills and competencies in order to realise this goal.
Over the years, a number of frameworks have been developed outlining certain competencies and abilities for future citizens (e.g., Trilling and Fadel, 2009; OECD, 2015, 2018; Council of the European Union, 2018).

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Citizen inquiry is a collaborative approach where individuals and communities  engage in scientific exploration and problem-solving. Citizen inquiry is sometimes also referred to as "citizen science" or "community-based research. Citizen inquiry involves non-experts actively participating in the research process, which can include data collection and analysis.
In English language teaching, this method can be used where learners may conduct surveys within the community to explore language preferences, language learning needs, or opinions about language-related issues. Students can create, administer, and analyse the surveys, allowing them to practice language skills and data analysis.

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There is strong or emerging evidence that these six can effectively contribute to the development of skills and competences such as critical thinking, problem-solving, digital literacy, thinking like a scientist, group work, and affective development. However, some approaches may be more impactful than the others such as formative analytics and place-based learning. All these pedagogies have great potential in terms of equipping learners with skills proposed by aspirations or vision for the future of education.

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innovative pedagogies of the future article

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innovative pedagogies of the future article

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An integrated framework has been developed to select pedagogies for inclusion in this paper, consisting of the following five dimensions: (a) relevance to effective educational theories, (b) research evidence about the effectiveness of the proposed pedagogies, (c) relation to the development of twenty-first century skills, (d) innovative aspects of pedagogy, and (e) level of adoption in educational practice.

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the vision promotes sustainable development, wealth, and economic progress. The preservation of individual freedom, the principles of democracy, the rule of law, and the defence of human rights are all part of the OECD's vision for the coming ten years. The OECD also wants to safeguard the environment while pursuing employment and economic growth that is sustainable. The organisation will continue to produce evidence-based analysis that aids in the creation of novel standards and policies to create economies that are stronger, more sustainable, and more inclusive. The goal of the OECD is to foster confidence and trust for strong, adaptable, and resilient societies.

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These six methods were chosen based on five factors: their applicability to sound educational ideas, their potential to have a major influence on students, their scalability, flexibility, and their sustainability 2. The six methods include:
Formative analytics is a technique for leveraging data to give feedback to teachers and students while they are studying.
Teach back: A method whereby students help someone else understand an idea or ability.
Place-based learning is a pedagogical strategy that integrates learning with the surroundings of the learner.
Robotic learning is a technique for using robotics to help learning.
Drone-based learning is a technique for enhancing learning.
Citizen inquiry is an educational strategy that includes students in conducting scientific research.
These six strategies were chosen because they offer the greatest proof or the most educational potential. 2. They may be modified to many situations and are thought to be helpful for enhancing learning.

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the OECD visions for the future of education?

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the OECD visions for the future of education?

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The Organization for Economic Co-operation and Development (OECD, 2018) views essential learner qualities as the acquisition of skills to embrace complex challenges and the development of the person as a whole, valuing common prosperity, sustainability and wellbeing.

the education vision of the future has not been met yet. for example, the programme for international student (Pisa) has been ranking educational systems based on 15-year-old students' performance on tests about reading, mathematics and science every 3 years in more than 90 countries.

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this approach to learning analytics called formative analytics encourages students to reflect on what they have learned, what may be improved, what goals can be met, and how to proceed. By observing students' behaviour and assuming their thought processes, it seeks to assess and forecast the learning processes of pupils. For instance, it monitors the amount of time spent studying online or test results. in terms of its application to my subject-specific area of teaching, it could be used to spot concepts that students are having a hard time grasping, abilities they are finding difficult to pick up, or learning standards they haven't yet attained so that lessons, teaching methods, and academic support can be adjusted . Before summative assessments, formative assessments record learning-in-process in order to spot gaps, misunderstandings, and growing comprehension. There are many different ways to do formative assessment, including casual inquiries, practise tests, one-minute papers, and clearest/muddiest point activities.

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Teachback is a communication method that includes having the audience restate or repeat what they have just heard in order to ensure that they have understood. It is a straightforward yet useful tool that may be applied in a variety of contexts, including training, education, and healthcare. Teachback can be used in the classroom to gauge students' understanding of the material. For instance, a teacher may ask pupils to sum up a lesson or to describe a subject they have learned in their own words. This method may be used to spot potential problem areas for kids and provide teachers a chance to clear up any misconceptions. it can also be used to assess how well a certain teaching strategy is working. Teachers might check to see if their methods of instruction are successful in getting over the desired message by having pupils repeat or restate material.

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Place-based learning is a method of teaching that places a strong emphasis on getting pupils involved in their community, culture, and environment. It is a method that puts the focus on the students and immerses them in a setting outside of the classroom, using the experience as the basis for teaching. Place-based learning may be used in a variety of subject-specific educational contexts, such as mathematics or research-based courses. Students might, for instance, investigate the contributions made by mathematicians in their area to learn about the history of mathematics. They might investigate mathematical ideas by looking at information about their neighbourhood or community. For instance, they may gather information on the volume of traffic that passes by a specific site at various times of the day and use this information to study statistics and probability. Another example would be to use nearby structures or landmarks to educate students about geometrical ideas like angles, forms, and symmetry.

By making the material more pertinent and meaningful to their daily lives, place-based learning can aid students in developing a better comprehension of the subject matter. Additionally, it aids in the development of a feeling of place and a connection to the neighbourhood, which may improve motivation and engagement.

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A teaching strategy called "learning with robots" involves utilising robots to improve students' educational experiences. Numerous areas, including computer science, engineering, and mathematics, may be taught using robots. Students may improve their problem-solving abilities, critical thinking abilities, and creativity by using robots in the classroom. Robots may also be used to teach social abilities including cooperation, sharing, and turn-taking. You might employ robots to teach programming principles in the context of your subject area of expertise. For instance, you may instruct younger children in the fundamentals of programming using easy robots like Bee-Bots. You might also utilise more sophisticated robots, like Lego Mindstorms, to teach more difficult programming topics to older pupils. Additionally, technical principles like mechanics and electronics may be taught using robots. For instance, you may instruct students using robots how to create and operate a drone or robot arm. Overall, incorporating robots into the classroom can help kids learn in a more participatory and interesting way. By providing students with knowledge and abilities that are in great demand in the labour market today, it may also help them get ready for the future.

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OECD is known for Directorate for Education and Skills 2030, it is targeted at building a universal understanding of the skills, knowledge, and value students and their needs in this 21st century, this day and age. Teaching outlines and guidelines of learnings for student are  formed by policy makers, academics, school leaders, teachers and students from around the world. 

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OECD is known for Directorate for Education and Skills 2030, it is targeted at building a universal understanding of the skills, knowledge, and value students and their needs in this 21st century, this day and age. Teaching outlines and guidelines of learnings for student are  formed by policy makers, academics, school leaders, teachers and students from around the world. 

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“The Directorate for Education will work with member countries to build future scenarios for education, develop policies for continuing vocational training and focus on higher education with the meeting of OECD Education Ministers in Athens (June 2006).” Barbara Ischinger

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Drone education is a creative and interesting approach to teach children about a range of disciplines. Drones may be used in the classroom to teach students about physics, project management, computer programming, electricity, and more. They may also be utilised to help pupils become more imaginative and creative by letting them shoot pictures and movies from different angles. Drones might be utilised to teach students about engineering and design concepts in your area of topic expertise. For instance, teaching students how to construct and programme their own drones will help them get a greater comprehension of how these devices work. Additionally, by letting students experiment with various flight patterns and see how various factors impact the drone's performance, drones might be utilised to educate pupils about the fundamentals of physics. Drones might be used to teach pupils about mapping and cartography in geography lessons. Students might learn how to make comprehensive maps and analyse geographic data by utilising drones to take aerial pictures of various regions.

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A teaching and learning strategy called citizen inquiry places a strong emphasis on the value of students taking an active role in their own education. It is a method that is focused on the needs of the students and encourages them to ponder, research, and study subjects that intrigue them. Students' critical thinking, problem-solving, and research abilities are all enhanced by this method. Additionally, it encourages students to take ownership of their own education. Citizen Enquiry may be used in a variety of topic areas while teaching. Students can look into scientific phenomena that interest them in science classrooms, for instance. In order to have a deeper understanding of the past, students might research historical events and examine primary materials in history lessons. Students can examine the themes and motifs that are present in literary works by analysing them in literature lessons. Citizen Enquiry may be used in my subject area of expertise to aid students in comprehending the ideas and concepts given in the course more thoroughly. For instance, students studying computer science may look into the practical uses of programming languages or analyse the moral ramifications of artificial intelligence. Students can have a deeper comprehension of the material and increase their level of involvement in their own learning by participating in citizen science projects.

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the Organisation for Economic Co-operation and Development (OECD) has worked on education to assist people and countries in identifying and developing the knowledge and skills that lead to better employment and better lives, produce wealth, and encourage social inclusion. A goal of "inclusive and equitable quality education and lifelong learning for all" guides the OECD's efforts in the field of education. The "OECD Learning Compass 2030" is a framework that the OECD has created that lays forth an ambitious vision for the future of education. The framework is the result of collaboration between representatives of various governments, academic specialists, school administrators, teachers, students, and social partners from across the world who really want to assist improvements in educational systems. It is challenging to predict whether the OECD techniques will be helpful in achieving the aspirations for education because much relies on the environment, use, and efficacy of these approaches. However, the work of the OECD on education has influenced the policies and practises in several nations all over the world.

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the OECD's vision shows the individual freedom, democracy, law and human rights, the vision encourages wealth and economic progress. the OECD also encourages safeguarding the environment whilst following employment and growth in economy

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these approaches are formative analytics, teach back, place based learning, robotic learning, drone based learning and citizen inquiry. these were based on the five factors which are applicability to sound educational ideas, major influence on students, scalability, flexibility and sustainability

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this is seeing that the student is understanding what is taught and how they can achieve their goals to help them with future endeavors.

in my specialist subject this can be assessed with quizzes, tests, questions and feedback, examples of other's work, and repeating the work until understanding is reached

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teach back is putting student in pairs, one student who understands the topic greater, and one student who cannot grasp the understanding of the topic. when both have explained their understanding, the student who cannot understand the topic will attempt to teach what he has learnt back.
my subject specialism can use this in class by putting 2 students together, one who clearly understands and one who slightly understands and allow the student who clearly understands teach the one who understands slightly and then let the one who slightly understands feedback to see whether they understand.

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Suggested solutions for meeting the vision is to is to view the main learner qualities to support in their skills, valuing their common prosperity and complex challenges to improve the learners as a whole. 

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Suggested solutions for meeting the vision is to is to view the main learner qualities to support in their skills, valuing their common prosperity and complex challenges to improve the learners as a whole. 

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look at quality of like this also includes their health, their social connection, also noting sustainability and wellbeing inclusive growth to a fair access.

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OECD, in its vision for the future of education, proposed that learner should have the essential qualities to embrace complex challenges and valuing common prosperity, sustainability and wellbeing. It defines wellbeing as “inclusive growth” related to different aspects of life including health, social networks, education and security. However, with the varying society the vision has not been met.

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OECD, in its vision for the future of education, proposed that learner should have the essential qualities to embrace complex challenges and valuing common prosperity, sustainability and wellbeing. It defines wellbeing as “inclusive growth” related to different aspects of life including health, social networks, education and security. However, with the varying society the vision has not been met.

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In the latest published report (OECD 2015) shows that some countries like Japan, Finland and Canada are the highest performing on science while 20% of learners in other countries perform below the baseline especially socio-economically disadvantaged students , they are three times more likely to be below baselines.

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In the latest published report (OECD 2015) shows that some countries like Japan, Finland and Canada are the highest performing on science while 20% of learners in other countries perform below the baseline especially socio-economically disadvantaged students , they are three times more likely to be below baselines.

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placed based learning is learning with the community and environment instead of from classes and in books.
To use English in the modern world, punctuation is vital, for businesses, signs, posters, logos, pretty much a lot of things. English language is also useful for correct speech, writing, amongst other things. There are a number of ways to use English in the real world, outside of classrooms and libraries.

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learning with robots is using robots as tools to develop learning. they can be used to help with learning practices involving teaching students how to use technical products such as computers and laptops. this will help students with coding, decoding, finding their way around technology and thus working with robots would make it easier for students to adapt to. this could be applied in English through speech and language, speaking with the robot, as well as having previous knowledge on technology.

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They propose to implement and use of appropriate pedagogy that has been tested and proven to contribute to the development of the person as a whole. As teachers are able to modify or update their teaching in order to achieve desirable learning outcomes.

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They propose to implement and use of appropriate pedagogy that has been tested and proven to contribute to the development of the person as a whole. As teachers are able to modify or update their teaching in order to achieve desirable learning outcomes.

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By gathering a total of 70 innovative pedagogies and authors are critically reflected on which of these approaches have the strongest evidence and potential to transform learning processes.

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By gathering a total of 70 innovative pedagogies and authors are critically reflected on which of these approaches have the strongest evidence and potential to transform learning processes.

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six approaches have been selected to have the most evidence and potential for future education:

• Formative analytics,

• Teachback,

• Place-based learning,

• Learning with robots,

• Learning with drones,

• Citizen inquiry

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learning with drones supports students willingness and drive to work outside physically, working in outdoors allows students to be more physical, engaged and learn in an alternate area, instead of within a classroom.
learning with drones can be relevant with English through the camera attached to the drone, by seeing through a live view, students can describe what they can see.

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citizen inquiry is where people engage in solving problems and also science based activities such as exploring. it is where people who are not experts participate in a research to gather data.
I don't quite understand this theory so to explain how to use it in English would be quite hard. it could be useful in English to create surveys which involve the public.

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will the approaches be useful in meeting the visions for education

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will the approaches be useful in meeting the visions for education

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i think that from the research i have read, there is a great deal of evidence to suggest that it can efficiently work. i do believe however some theories are more useful than others, and that some theories only work well in certain subjects despite giving examples on how to use them all in English.

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In Formative Analytics, students are able to reflect on what they have learned  and hat can be improved and how to move forward so that goals can be achieved. In my subject , physics, formative analytics can be applied with quizzes, questions, tests and feedback to explain what they have done correct and what areas need to be improved

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In Formative Analytics, students are able to reflect on what they have learned  and hat can be improved and how to move forward so that goals can be achieved. In my subject , physics, formative analytics can be applied with quizzes, questions, tests and feedback to explain what they have done correct and what areas need to be improved

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Teachback is a way for two or more students to demonstrate that they are progressing toward a shared understanding of a complex topic. It can be implemented by putting students in groups and discuss, research and sharing ideas on a topic that is new for them

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I think place-based learning is very effective way of learning because learners can use local community and environment to understand their learning away from books or class room so learners will do something in the real world.
In physics, my subject, many experiments and examples in our daily life can be used to explain many topics.

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Learning with robots helps with releasing pressure on teacher to free up some time especially with repetitive tasks.
The first one used to assist children to understand basic mathematical concepts then using wheeled robots in current Japanese classrooms, 11- and 12-year students  learn how to program them and working as team to create the code needed to guide their robots safely through an obstacle which encourages children to think and learn at the same time. I think it will be very useful in teaching many topics in physics.

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Learning with Drones normally used to support fieldwork, it will increase student's ability to explore outdoor physical environments. Drones can be used in science to make the students engaging in experimental learning for example to explain Newton's laws in physics.

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In citizen inquiry, or Citizen science, members of the public can learn by joining shared scientific investigations. Citizen science supports growth and development in learning science by actively participate the public in scientific research. This offer the opportunity  to educate the public including young people, to support the development of skills needed for their workplace, and contribute to findings of real science research. Citizen science activities can take place online on platforms.

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I think there is strong evidence that the approaches can contribute to the development of skills needed in meeting the visions for education.  However, some of the approaches, for example formative analytics, teachback, learning with robots and drones are more effective when teaching science