INNOVATIVE PEDAGOGY

TRENDS (NOS. 6-10)

N I C O L E I S H I W ATA 1

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INNOVATIVE PEDAGOGY TRENDS

6. Learning by Doing Science Labs with

Remote Labs
7. Embodied Learning
8. Adaptive Teaching
9. Analytics of Emotions
10.Stealth Assessment

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 6. LEARNING BY DOING SCIENCE
WITH REMOTE LABS
• The report identifies as an
important innovation the
remote access to real
scientific experiments.
• Students gain access to
equipment and materials
and conduct experiments
that focus on scientific
inquiry, beyond the
practical handling of
apparatus.

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 6. LEARNING BY DOING SCIENCE
WITH REMOTE LABS
• Laboratory environment that allows carrying out
experiments on distance having access anywhere
and anytime to real equipment (“What is a Remote,”
2013).

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 6. LEARNING BY DOING SCIENCE
WITH REMOTE LABS

• Remote infrastructure
comes between the lab user
and the equipment (What
are Remote Laboratories,
2019)

• More deeply engaged undergraduate students in

remote lab compared to simulations (Sauter, Uttal,
Rapp, Downing, & Jona, 2013)

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 WORKS CITED

Panke, S. (2016). Innovating Pedagogy: Which Trends Will Influence Tomorrow’s

Teaching and Learning Environments? - AACE. [online] AACE Review.
Available at: http://www.aace.org/review/1688-2/ [Accessed 25 Jun. 2019].

Sauter, M., Uttal, D., Rapp, D., Downing, M., & Jona, K. (2013) Getting real: the
authenticity of remote labs and simulations for science learning, Distance
Education, 34:1, 3747, DOI: 10.1080/01587919.2013.770431

What is a remote laboratory?. (2013). Retrieved from

http://www.energy.kth.se/proj/projects/Remote_labs/RL/RL_
website/About/About.html

What are remote laboratories?. (2019). Retrieved from https://remotelaboratory

.com/remote-laboratories/what-are-remote-laboratories/

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 7. EMBODIED LEARNING

• Relates to how physical activities can influence cognitive

processes.
• Data gathered through wearable devices could help
optimizing physical activities during the learning process.

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 7. EMBODIED LEARNING

• Wearable sensors gather students‟ physical and

biological data (Www3.open.ac.uk, 2019)

• Movement breaks make

students open to learning
experiences since
excessive cortisol can
make it hard to focus
especially for younger
children (Edutopia, 2019)

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 7. EMBODIED LEARNING

• Embodied learning
yielded significant
effects on children‟s
cognitive abilities and
academic performance
(Kosmas, Ioannou, &
Zaphiris, 2018)

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 WORKS CITED

Panke, S. (2016). Innovating Pedagogy: Which Trends Will Influence Tomorrow’s

Teaching and Learning Environments? - AACE. [online] AACE Review.
Available at: http://www.aace.org/review/1688-2/ [Accessed 25 Jun. 2019].

Kosmas, P., Ioannou, A., & Zaphiris, P. (2019). Implementing embodied learning in the
classroom: effects on children‟s memory and language skills, Educational Media
International, 56:1, 59-74, DOI: 10.1080/09523987.2018.1547948

Edutopia. (2019, January 14). Activating the brain with movement breaks [Video File].
Retrieved from https://www.edutopia.org/video/activating-brain-movement-breaks

Www3.open.ac.uk. (2019). Embodied learning, analytics of emotions and improved

assessment among new learning trends. [online] Available at https://www3.open.ac.
uk/media/fullstory.aspx?id=29627 [Accessed 19 Jun. 2019].

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 8. ADAPTIVE TEACHING

• The report uses the term

Adaptive teaching to
describe intelligent
tutoring systems –
computer applications that
analyse data from
learning activities to
provide learners with
relevant content and
sequence learning
activities based on prior
knowledge.
11
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 8. ADAPTIVE TEACHING

• Through adaptive technology,

instructors are given a platform
to improve learning outcomes for
each and every student
(Smartsparrow.com, 2018)

• Adaptive software enables

efficiency in terms of determining
students‟ strengths and
weaknesses, and addressing
them accordingly (Angara, 2017)

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 8. ADAPTIVE TEACHING

• Two (2) major approaches to adaptive teaching

(Ikwumelu, Oyibe, & Oketa, 2015) – remediation,
and compensatory approach
• Remediation approach is where learners are
given prerequisite knowledge/skill needed by the
learners to benefit from the planned instruction
• Compensatory approach wherein instructional
method is chosen by its capacity to make up for
learners‟ lack of knowledge or skill

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 WORKS CITED

Panke, S. (2016). Innovating Pedagogy: Which Trends Will Influence Tomorrow’s

Teaching and Learning Environments? - AACE. [online] AACE Review. Available at:
http://www.aace.org/review/1688-2/ [Accessed 25 Jun. 2019].

Ikwumelum, S. N., Oyibe, O. A., & Oketa, E. C. (2015). Adaptive Teaching: An I

nvaluable Pedagogic Practice in Social Studies Education. Journal of Education and
Practice, 6, 140-144. Retrieved June 18, 2019, from https://files.eric.ed.gov/fulltext/E
J1083517.pdf

Smartsparrow.com. (2019). What is Adaptive Learning?. [online] Available at:

https://www.smartsparrow.com/what-is-adaptive-learning/ [Accessed 19 Jun. 2019].

Angara, E. (2017). Personalized Learning. [online] Manila Bulletin. Available at:

https://news.mb.com.ph/2017/10/07/personalized-learning/ [Accessed 25 Jun. 2019].

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 9. ANALYTICS OF EMOTIONS

• As techniques for
tracking eye movements,
emotions and
engagement have
matured over the past
decade, the trend
prognoses opportunities
for emotionally adaptive
learning environments.

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 9. ANALYTICS OF EMOTIONS

• Students‟ emotional states

when they are learning will
be analyzed which can
track how they feel about
the subject
(Www3.open.ac.uk, 2019)
• These emotional feedbacks are
later on utilized by instructors to
come up with personalized
responses for them

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 9. ANALYTICS OF EMOTIONS

• In Hangzhou No. 11 High School, several classrooms

are equipped with cameras that can recognize the
emotion of students for purposes of classroom
compliance (Vanderklippe, 2018)

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 WORKS CITED

Panke, S. (2016). Innovating Pedagogy: Which Trends Will Influence Tomorrow’s

Teaching and Learning Environments? - AACE. [online] AACE Review.
Available at: http://www.aace.org/review/1688-2/ [Accessed 25 Jun. 2019].

Www3.open.ac.uk. (2019). Embodied learning, analytics of emotions

and improved assessment among new learning trends. [online]
Available at: https://www3.open.ac.uk/media/fullstory.aspx?id=29627
[Accessed 19 Jun. 2019].

Vanderklippe, N. (2018). In China, classroom cameras scan student faces

for emotion, stoking fears of new form of state monitoring. [online] The
Globe and Mail. Available at: https://www.theglobeandmail.com/world/
article-in-china-classroom-cameras-scan-student-faces-for-emotion-
stoking/ [Accessed 19 Jun. 2019].

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 10. STEALTH ASSESSMENT

• In computer games the

player‟s progress gradually
changes the game world,
setting increasingly difficult
problems through unobtrusive,
continuous assessment.
• This approach has been
termed stealth assessment
and it is starting to be applied
to educational games and
simulations.
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 10. STEALTH ASSESSMENT

• Data will be collected

about students as they
learn online in
educational games to
detect students‟ skills in
problem solving and
creativity
(Www3.open.ac.uk,
2019)

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 10. STEALTH ASSESSMENT

• Games designed with

stealth assessment
capabilities can measure
and assess 21st Century
competencies (Earp,
2015)

• This allows teachers to monitor and assess

authentic interactions and collaboration from
anywhere in the room (Lynch, 2016)

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 WORKS CITED
Panke, S. (2016). Innovating Pedagogy: Which Trends Will Influence Tomorrow’s
Teaching and Learning Environments? - AACE. [online] AACE Review.
Available at: http://www.aace.org/review/1688-2/ [Accessed 25 Jun. 2019].

Www3.open.ac.uk. (2019). Embodied learning, analytics of emotions

and improved assessment among new learning trends. [online]
Available at: https://www3.open.ac.uk/media/fullstory.aspx?id=29627
[Accessed 19 Jun. 2019].

Earp, J. (2015). „Invisible‟ stealth assessments offer learning support. [online] Australian
Council for Educational Research - ACER. Available at: https://www.teachermagazi
ne.com.au/articles/invisible-stealth-assessments-offer-learning-support [Accessed 19
Jun. 2019].

Lynch, M. (2016). Stealth assessment: Reimagining learning and testing. [online] The
Edvocate. Available at: https://www.theedadvocate.org/stealth-assessment-
reimagining-teaching-and-learning-for-the-21st-century/ [Accessed 26 Jun. 2019].

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