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.

Authenticating the students’ identity and authenticity of their work is increasingly important to reduce academic malpractices and for quality assurance purposes in Education. There is a growing body of research about technological innovations to combat cheating and plagiarism. However, the literature is very limited on the impact of e‐authentication systems across distinctive end‐users because it is not a widespread practice at the moment. A considerable gap is to understand whether the use of e‐authentication systems would increase trust on e‐assessment, and to extend, whether students’ acceptance would vary across gender, age and previous experiences. This study aims to shed light on this area by examining the attitudes and experiences of 328 students who used an authentication system known as adaptive trust‐based e‐assessment system for learning (TeSLA) . Evidence from mixed‐method analysis suggests a broadly positive acceptance of these e‐authentication technologies by distance education students. However, significant differences in the students’ responses indicated, for instance, that men were less concerned about providing personal data than women; middle‐aged participants were more aware of the nuances of cheating and plagiarism; while younger students were more likely to reject e‐authentication, considerably due to data privacy and security and students with disabilities due to concerns about their special needs.

The Educational Semantic Web: Visioning and Practicing the Future of Education