Journal of Futures Studies’ Post

As the academic year comes to an end, and you are reflecting on: what's next - you might want to consider: adding more 'play' to your teaching/curriculum. How? Playful Pedagogy in Higher Education - edited by Laura Baecher & Lindsay Portnoy This collection provides a wide array of concrete and inspiring "playful" approaches to teaching in a range of higher education contexts and discipline areas, grounded in the learning sciences and within a future-oriented revisioning of the university learning environment. Within the broad area of active learning strategies, this text offers a curated collection of creative innovations such as game-based learning, gamification of courses, escape rooms, semester-long quests, dramatic role-plays, artistic endeavors and more. Containing descriptive and impact research that evidences the power of playful pedagogy, this text will offer a range of novel, transferable and usable materials for readers to apply in their lecture halls and classrooms tomorrow. https://lnkd.in/gisNzpG8 "Play it, be it"! [pages, 11-21: Sandra Abegglen, Tom Burns, Sandra Sinfield]

Design pedagogy in present day scenario 🎭 In the contemporary educational landscape, teaching design pedagogy demands a nuanced approach that aligns with the rapidly evolving needs and challenges of the present day. As a proponent of an adaptive teaching philosophy, I believe in fostering a dynamic learning environment that integrates traditional design principles with cutting-edge technologies and interdisciplinary perspectives. In the era of digital transformation, students must be equipped not only with foundational design skills but also with the ability to navigate the complexities of emerging tools and platforms. Moreover, emphasizing collaborative and experiential learning is crucial, as it mirrors real-world scenarios where designers often work in interdisciplinary teams. Encouraging a balance between creativity and critical thinking, I advocate for a curriculum that encourages students to explore, question, and iterate, fostering a mindset that values both innovation and practical problem-solving. Integrating sustainability and ethical considerations into design education is paramount, ensuring that students grasp the responsibility inherent in shaping the future through their creative endeavors. Overall, my approach to teaching design pedagogy in the present day prioritizes adaptability, technology integration, collaboration, and ethical awareness, preparing students to thrive in the ever-evolving landscape of design. What's yours? #designcommunity #designeducation #pedagogy #adaptivelearning #technologyfacts #arteducation #futuredesign #designprofessionals

I’m thrilled to share some exciting news! My paper has recently been published in the Creativity Research Journal, as part of a special issue in collaboration with the International Society for the Study of Creativity and Innovation. This special issue is dedicated to highlighting rising talents in our field of creativity research. To develop students’ creativity, numerous student-centered pedagogies have emerged in education (e.g., project-or research-based learning). However, it can be expected that these student-centered pedagogies do not automatically foster students’ creativity, because research has found that students tend to underestimate and reject creative ideas – even when highly novel ideas are required to solve the problem at hand. Therefore, in this paper, I review the state of current research on idea evaluation and idea selection among students, and to identify future trends and important research questions. This paper suggests that the evaluation of ideas depends both on specific and general components, and a mild state of affect and openness to experience seems to play a significant role. To improve idea evaluation and idea selection, students should be exposed to a variety of ideas and effective instructional strategies benefit students as well. I argue that educators should explicitly guide students to select creative ideas and encourage them to simultaneously generate and refine ideas. However, there’s a fine balance to maintain between novelty and usefulness of ideas, which often poses challenges for students during their idea evaluation and idea selection. Teachers need to be attentive to students’ reactions, even accommodating emotional outbursts, as part of the creative learning process. This paper is not just an academic endeavor but carries practical implications for educators, students, and anyone interested in the intersection of creativity and education. I hope my research contributes to the ongoing dialogue on nurturing creativity in educational settings! Interested in more? Here is the link to the paper: https://lnkd.in/dHvZwYSm International Society for the Study of Creativity and Innovation (ISSCI) Creative Education Foundation School of Creative Thinking United Platform for Creativity in Education #creativity # innovation #education #ideaevaluation #ideaselection #educators

Play is an essential part of being. Many think it’s a childish pursuit to outgrow, but I’ve seen its power for my adult students. It can be a such an inspiring and creative part of their learning journey. Looking forward to reading and gaining new insights from this book! #LifelongLearning #PowerOfPlay #AdultEducation

Did you know that #evaluation case teaching and learning requires connection & contextual relevance. 🤓 Details here... https://lnkd.in/guxmwCtw

🎓 Defining Outstanding College Professors: A Scholarly Reflection 🎓 The academic realm demands an exploration of the facets that shape a distinguished college professor. Beyond knowledge transfer, these erudite individuals epitomize a synthesis of attributes profoundly impacting pedagogy. Here, we elucidate pivotal traits: Mastery in Discipline: An exemplar professor manifests unequivocal academic domain mastery, enhancing the didactic experience with scholarly insights. Oratorical Proficiency: Quintessential to a distinguished professorial presence, efficacious conveyance of intricate paradigms involves clarity, eloquence, and interactive engagement. Approachability and Collegiality: An inviting milieu for intellectual discourse, cultivated by sagacious professors, empowers learners to seek elucidation and fosters symbiotic exchange. Equanimity and Empathic Disposition: Nurturing a realm where diverse learning velocities converge requires discerning patience and empathic understanding, fostering a haven of scholarly nurturing. Adaptive Pedagogical Praxis: Scholarly finesse involves adeptly adapting pedagogical methodologies, embracing emerging pedagogies and technologies to align with diverse learning proclivities. Pedagogic Ardor: Fostering intellectual fervor, a pedagogical maestro kindles students' enthusiasm for their subject, igniting an ardently pursued scholastic journey. Didactic Architectonics: Meticulously structuring curricula, assignments, and scholarly interactions showcases pedagogical craftsmanship, refining the scholarly voyage. Student-Centric Pedagogy: Distinguished professors elevate academic maturation, dispense sagacious feedback, and personalize pedagogy, nurturing erudition akin to an artisan honing their craft. Inclusive Cosmopolitanism: Perspicacious pedagogues cultivate an inclusive agora where diverse perspectives coalesce, enriching academic discourse. Mentorship Par Excellence: Pedagogical zenith is attained through mentorship, as professors metamorphose into compasses guiding post-academic aspirations and fortifying cognitive trajectories. In summation, the college professor's vocation transcends knowledge transmission; it encompasses ontological stewardship of intellectual evolution. We celebrate educators etching their imprimatur upon erudition's annals through these exemplar traits. 📚👩🏫👨🏫 #ScholarlyPedagogy #AcademicMentorship Join the discourse! Share your insights below. 👇📖

Translating academic research into classroom practice is traditionally a one-way relationship – from research to practice. In this article from our #TeacherArchives, we share details of a collaboration making it a two-way process of engagement.

Uncover the latest pedagogical insights in the Video Journal of Educational Pedagogy (VJEP) article 'Investigating Information Impact in the Classroom' by John-Paul Riordan, Lynn Revell, Bob Bowie, Caroline Thomas, Mary Woolley, & Sabina Hulbert. Discover how the #PAFFramework dissects information, misinformation, and disinformation's influence on education. Delve into the world of #PedagogyAnalysis, #InformationImpact, and #ClassroomAnalysis through video data. Explore the nuances of information in education and its impact on students. #EducationResearch #PedagogicalInsights #EdTech

𝐖𝐡𝐚𝐭 𝐀𝐫𝐞 𝐭𝐡𝐞 𝐃𝐢𝐯𝐞𝐫𝐬𝐞 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐏𝐞𝐝𝐚𝐠𝐨𝐠𝐢𝐜𝐚𝐥 𝐀𝐩𝐩𝐫𝐨𝐚𝐜𝐡𝐞𝐬? The discourse about Pedagogical primarily centres around pedagogical approaches to instruction. However, pedagogy encompasses approaches to both the act of teaching and the learning process. Pedagogy refers to all levels of education, from early childhood to higher education, so the biggest concern for educators is how to approach the effectiveness of the learner. Consequently, educators have the significant challenge of determining the most effective technique to enhance learner outcomes. In the year 2010, UNESCO put forth a set of teaching practices that were deemed suitable for the educational landscape of the twenty-first century. The academic concepts encompassed in the user's text include experiential learning, narrative, values education, inquiry-based learning, appropriate assessment, future problem-solving, learning beyond the classroom, and community problem-solving. There are five distinct pedagogical approaches: namely the constructivist approach, the collaborative approach, the reflective approach, the integrative approach, and the inquiry-based approach (Learning Journals, 2021). Based on these factors, teachers can adapt their pedagogical approaches to teaching, convictions, and strategies to the specific classroom context. Methods or techniques of instruction can be combined or combined and matched. The most prevalent approaches are (Doherty, 2003, as cited in Scholarify, 2021): Style A (Command) – All decisions are made by the teacher. Style B (Practice) – Students complete assignments assigned by the instructor. Style C (Reciprocal) – Students work in pairs; one performs, and the other gives a response. Style D (Self-evaluation) – Students evaluate their performance based on a set of criteria. Style E (Inclusion) is planned by the teacher. Students assess their labor quality. Style G (Divergent) – Students solve problems independently of the instructor Style H (Individual) — Content is determined by the teacher. The student arranges the schedule. Style I (Student Initiated) — Student designs own curriculum. A teacher is a consultant. Style J (Self-Teaching) – The learner assumes complete responsibility for the learning process. Give your thoughts on the pedagogical approaches to learning, which hinge on nine teaching styles #simszug #simsswiss #globaledu #SwissEdu #pedagogy #LearningJourney #swisseducation