This learning module is an introduction to innovative approaches to learning and teaching, with a focus on the use of e-learning and social web technologies. Here, in a single graphic, is an overview of the ideas we will be addressing:

 Or framing our case another way, here are the differences between didactic pedagogy and a new learning that we call 'reflexive pedagogy'.

 Now, for some readings, some videos, then a question for discussion:

Essential Background Readings:

From our New Learning book.

• Chapter 1. New Learning
• Chapter 2. Life in Schools

Post-Covid Thoughts:

• After the COVID-19 Crisis: Why Higher Education May (and Perhaps Should) Never be the Same
• Schools after COVID-19: Seven Steps Towards a Learning Revolution

Videos:

CGScholar itself also aims to exemplify the affordances of e-learning ecologies outlined in this learning module.

Comment: Find an example of an educational "reform" or technology which appears to make change, but in fact changes nothing, or even represents a step back. How and why does this happen?

Following are some (mostly recent or upcoming) scholarly publications by Cope and Kalantzis related to this course. We'd like you to read some of them to get a broader sense of our thinking. Please join the New Learning community in CGScholar for updates as we publish new work!

• Learning and New Media: The Affordances of e-Learning
• e-Learning Ecologies: Principles for New Learning and Assessment
• Platformed Learning: Reshaping Education in the Era of Learning Management Systems
• Artificial Intelligence in the Long View: From Mechanical Intelligence to Cyber-social Systems
• Education 2.0: Artificial Intelligence and the End of the Test
• Artificial Intelligence for Education: Knowledge and Its Assessment in AI-Enabled Learning Ecologies
• A Little History of e-Learning: Finding New Ways to Learn in the PLATO Computer Education System, 1959-1976
• The Cybernetics of Learning
• The Changing Dynamics of Online Education: Five Theses on the Future of Learning
• The Digital Learner: Towards a Reflexive Pedagogy
• Evidence of Learning in the Era of Big Data

Also:

• After the COVID-19 Crisis: Why Higher Education May (and Perhaps Should) Never be the Same
• Schools after COVID-19: Seven Steps Towards a Learning Revolution

Make a Comment: Read two of these recent publications. What are the main takeaways? Or things that surprise you? Or things you agree or disagree with? Please select articles you have not read or reviewed in another course.

Ubiquitous Learning—so that learning extends beyond the walls of the classroom and the cells of the timetable. Learning that breaks out of these spatial and temporal confinements, should be as good as, or even better than, the best traditional classroom learning. It should also produce habits of mind appropriate to our times, producing lifelong learners, able to learn and to share knowledge throughout their lives, in all contexts, and grounded in those contexts.

Videos:

Comment: Make a comment introducing a ubiquitous learning concept. Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of ubiquitous learning. Also, comment on at least three or four updates by other participants. Ubiquitous learning concepts might include:

• Ubiquitous computing
• Cloud computing
• Web 2.0
• The flipped classroom
• Blended learning
• Over-the-shoulder learning
• Virtual schools
• The internet of things
• Mobile learning
• Social media learning
• Networked learning
• Informal learning
• Lifelong and lifewide learning
• Work and community-based learning
• Learning management systems
• ePortfolios
• Collaborative workspaces
• MOOCs
• Suggest a ubiquitous learning concept in need of definition!

Active Knowledge Making—so learners become active knowledge producers (for instance, project-based learning, using multiple knowledge sources, and research based knowledge making), less than they are knowledge consumers (as exemplified in the ‘transmission’ pedagogies of traditional textbook learning or e-learning focused on video or e-textbook delivery). Active knowledge making practices underpin contemporary emphases on innovation, creativity and problem solving—quintessential ‘knowledge economy’ and ‘knowledge society’ attributes.

Videos:

Comment: Make a comment introducing an active knowledge making concept . Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of active knowledge making. Also, comment on at least three or four updates by other participants. Active knowledge making concepts might include:

• Project-based learning
• Inquiry learning
• Authentic pedagogy
• Progressive education
• New learning/transformative learning
• Participatory learning
• Gamification
• Prosumers
• Knowledge society/economy
• Learning for innovation/creativity
• Research-based learning
• Online project spaces
• Makerspaces
• Suggest concept in need of definition!

Multimodal Meaning—using new media resources. Today’s learners need to be able to use digital media to juxtapose and link text, diagram, table, dataset, video documentation, audio recording and other media. Across all subject areas, meaning making and knowledge representations are supported and enhanced today by digital production skills and technologies.

Videos:

Comment: Make a comment introducing a multimodal meaning concept . Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of multimodal meaning. Also, comment on at least three or four updates by other participants. Multimodal meaning concepts might include:

• Multiliteracies
• New Media
• Digital Media
• Multimodal knowledge representations
• Visual learning
• Video learning
• Simulations
• Learning games
• Suggest a subconcept in need of definition!

Recursive Feedback—or a new generation of assessment systems, including continuous machine-mediated human assessment from multiple perspectives (peers, self, teacher, parents, invited experts etc.), and machine feedback (selected and supply response assessments, natural language processing). Student work can also be assessed through data mining techniques, analyzable either as individual progress, or comparisons across cohorts. Student are also offered just in time feedback, or assessment that is for learning (formative assessment) and not just of learning (summative assessment).

Videos:

For an analysis of the implications of big data in education, read this article.

Comment: Make a comment introducing a recursive feedback concept. Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of recursive feedback. Also, comment on at least three or four updates by other participants. Recursive feedback concepts might include:

• Formative assessment
• Continuous assessment
• Criterion-referenced (versus norm-referenced) assessment.
• Intelligent tutors
• Educational data mining
• Learning analytics
• Dashboards and mashups
• Quizzes
• Computer adaptive testing
• Diagnostic testing
• Peer review
• Automated writing evaluations
• Suggest a concept in need of definition!

Collaborative Intelligence—where, for instance, peers offer structured feedback to each other, available knowledge resources are diverse and open, and the contributions of peers and sources to knowledge formation are documented and transparent. This builds soft skills of collaboration and negotiation necessary for complex, diverse world. It focuses on learning as social activity rather than learning as individual memory.

Videos:

Comment: Make a comment introducing a collaborative intelligence concept on the community page. Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of collaborative intelligence. Also, comment on at least three or four updates by other participants. Collaborative intelligence concepts might include:

• Distributed intelligence
• Crowdsourcing
• Collective intelligence
• Situated cognition
• Peer-to-peer learning
• Communities of practice
• Socratic dialogue
• Community and collaboration tools
• Wikis
• Blogs
• Suggest a concept in need of definition!

Metacognition—for example, involving extensive giving and receiving of feedback, and recruiting students as self- and peer- assessors. This places them in the position of having to think metacognitively about the nature of the task, and the cognitive processes of the discipline. It is vital that learners move from empirical and experiential understandings to pattern recognition and theory making—in this respect, metacognition is key.

Videos:

Comment: Make a comment introducing a concept related to metacognition on the community page. Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of metacognition. Also, comment on at least three or four updates by other participants. Metacogniton concepts might include:

• Self-regulated learning
• Mnemonic work (contrasted with memory work)
• Epistemology in learning
• Learner engagement
• Intrinsic motivation
• Pattern recognition
• Conceptual learning
• Theorizing
• Critical analysis
• Concept mapping
• Suggest a concept in need of definition!

Differentiated Learning—where individuals and groups of students can work at a pace that suits their needs, and where data analyses allow that these processes are readily and conveniently managed by teachers. This ensures that all learners are able to make progress measured against common goals.

Videos:

For an exploration of the notion of productive diversity in learning, see the following article:

Kalantzis and Cope, Productive Diversity in Learning

Comment: Make a comment introducing a differentiated instruction concept on the community page. Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of differentiated instruction. Also, comment on at least three or four updates by other participants. Differentiated learning concepts might include:

• Personalized learning
• Adaptive learning
• Learner diversity - classifications, profiles
• Learner diversity - pedagogical design and management
• Learning (dis)abilities
• Localized learning
• Global learning
• Software for differentiated instruction
• Disability-specific tools
• Suggest a concept in need of definition!

This course includes a peer-reviewed project as a part of the course requirements. This project must be fully completed for course credit.

To see details of this project and the peer review rubric, refer to the Learning Design and Leadership Course Framework Learning Module from the CGScholar Bookstore. Refer to your course community and the course syllabus for specific project requirements and timelines.