Play, Wonder, Empathy – Educational trends from the Innovating Pedagogy 2019 report

Andrea ChesterUncategorized2 Comments

Screen Shot 2019-01-04 at 7.37.30 am.pngThe seventh Innovating Pedagogy 2019  report from The Open University highlights ten trends in teaching, learning and assessment for an interactive world.

This year, the report has been written in collaboration with the Centre for the Science of Learning and Technology (SLATE) in Norway.

The report is free to download from

The ten trends are:

Playful learning – Evoke creativity, imagination and happiness

Learning with robots – Use software assistants and robots as partners for conversation

Decolonising learning – Recognize, understand, and challenge the ways in which our world is shaped by colonialism

Drone-based learning – Develop new skills, including planning routes and interpreting visual clues in the landscape

Learning through wonder – Spark curiosity, investigation, and discovery

Action learning – Team-based professional development that addresses real and immediate problems

Virtual studios – Hubs of activity where learners develop creative processes together

Place-based learning – Look for learning opportunities within a local community and using the natural environment

Making thinking visible – Help students visualize their thinking and progress

Roots of empathy – Develop children’s social and emotional understanding


2 Comments on “Play, Wonder, Empathy – Educational trends from the Innovating Pedagogy 2019 report”

  1. This clarification is also interesting. “Maybe the most current element in the report, is probably also the most controversial for some: Decolonising learning, which is described as:

    A curriculum provides a way of identifying the knowledge we value. It structures the ways in which we are taught to think and talk about the world. As education has become increasingly global, communities have challenged the widespread assumption that the most valuable knowledge and the most valuable ways of teaching and learning come from a single European tradition. Decolonising learning prompts us to consider everything we study from new perspectives. It draws attention to how often the only world view presented to learners is male, white, and European.”

    This does give food for thought and is also closely related is the last element: ‘Roots of empathy

    1. Hi – yes – What might it mean to decolonize thinking and educative processes generally? What might that look like as that happens? What skills might it take? What contextual supports? And what might happen to those who try to do that?

      What opportunities do increasingly standardized and controlling curriculum and educative regimes offer to teachers and students who want to work and learn in different ways? What are the processes that we can name that govern our work and that limit opportunities to think and be as different as we want to be. I can certainly think of a few.

      This is worth reflecting on I reckon. What are the dominant ways that education is currently thought about? Where are the available formal spaces to name and notice and gain distance on these in order to critically engage with them and move on from them? What are the formal democratic non-hierarchical opportunities available to all to participate in change so that some of the above might actually happen? What are the barriers to democratic, non-hierarchical opportunities (and who benefits from these existing barriers?)

      I’d argue that currently we (generally and specifically) are subject in all sorts of ways to a proliferation of systems that seek to limit what people (teachers and learners) think, do and become. This, in my opinion, as a queerly identifying man, is seriously dodgy. In the interests of decolonization … Let’s make more of a racket about dodgy centrist imposed practices that potentially limit what we want to think do and be.

      In the teaching realm this might mean that we speak up very loudly about impositions that limit. I reckon.

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