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Kukulska-Hulme, Agnes; Friend Wise, Alyssa; Coughlan, Tim; Biswas, Gautam; Bossu, Carina; Burriss, Sarah K.; Charitonos, Koula; Crossley, Scott A.; Enyedy, Noel; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Hundley, Melanie; McTamaney, Catherine; Molvig, Ole; Pendergrass, Emily; Ramey, Lynn; Sargent, Julia; Scanlon, Eileen; Smith, Blaine E. and Whitelock, Denise (2024). Innovating Pedagogy 2024. Open University Innovation Report 12; The Open University, Milton Keynes, UK. URL
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Open Research Online
Citation
Kukulska-Hulme, Agnes; Friend Wise, Alyssa; Coughlan, Tim; Biswas, Gautam; Bossu, 
Carina; Burriss, Sarah K.; Charitonos, Koula; Crossley, Scott A.; Enyedy, Noel; Ferguson, 
Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Hundley, Melanie; 
McTamaney, Catherine; Molvig, Ole; Pendergrass, Emily; Ramey, Lynn; Sargent, Julia; 
Scanlon, Eileen; Smith, Blaine E. and Whitelock, Denise (2024). Innovating Pedagogy 
2024. Open University Innovation Report 12; The Open University, Milton Keynes, UK. 
URL
https://oro.open.ac.uk/99053/ 
License
(CC-BY-NC 3.0) Creative Commons: Attribution-Noncommercial 3.0
https://creativecommons.org/licenses/by-nc/3.0/
Policy
This document has been downloaded from Open Research Online, The Open University's 
repository of research publications. This version is being made available in accordance 
with Open Research Online policies available from Open Research Online (ORO) Policies 
Versions
If this document is identified as the Author Accepted Manuscript it is the version after peer 
review but before type setting, copy editing or publisher branding

Innovating Pedagogy 2024
Exploring new forms of teaching, learning and assessment, to guide educators and policy makers
Agnes Kukulska-Hulme, Alyssa Friend Wise, Tim Coughlan, Gautam Biswas, Carina Bossu, Sarah K. Burriss, Koula Charitonos, Scott A. Crossley, Noel Enyedy, Rebecca Ferguson, Elizabeth FitzGerald, Mark Gaved, Christothea Herodotou, Melanie Hundley, Catherine McTamaney, Ole Molvig, Emily Pendergrass, Lynn Ramey, Julia Sargent, Eileen Scanlon, Blaine E. Smith, Denise Whitelock
Open University Innovation Report 12. 

Scene 2

Innovating Pedagogy 2024
Exploring new forms of teaching, learning and assessment,  
to guide educators and policy makers
Agnes Kukulska-Hulme, Alyssa Friend Wise, Tim Coughlan, Gautam Biswas,  
Carina Bossu, Sarah K. Burriss, Koula Charitonos, Scott A. Crossley, Noel Enyedy, 
Rebecca Ferguson, Elizabeth FitzGerald, Mark Gaved, Christothea Herodotou, 
Melanie Hundley, Catherine McTamaney, Ole Molvig, Emily Pendergrass,  
Lynn Ramey, Julia Sargent, Eileen Scanlon, Blaine E. Smith, Denise Whitelock
Open University Innovation Report 12

www.open.ac.uk/innovating creativecommons.org/licenses/by-nc/3.O/ street-crowd-2990610/ https:/Icommons.wikimedia.org/wiki/File:VR studentpng. 

Scene 3

www.open.ac.uk/innovating
creativecommons.org/licenses/by-nc/3.O/
street-crowd-2990610/
https:/Icommons.wikimedia.org/wiki/File:VR studentpng

Contents
Executive summary 1
Introduction 6
Speculative worlds 8
Imagining and designing for a more equitable future Pedagogies of peace 13
Fostering peacebuilding in schools and society through relationship-centered practices
Climate action pedagogy 19
Empowering teachers and learners to take meaningful actions towards climate change
Learning in conversation with Generative AI 24
A dialogic, real-time method of learning
Talking AI ethics with young people 28
Affording children and young people their rights related to AI and education
AI-enhanced multimodal writing 33
Extending multimodal authoring and developing critical reflection
Intelligent textbooks 37
Making reading engaging, ‘smart’ and comprehensive
Assessments through extended reality 41
Harnessing immersion to demonstrate and develop skills
Immersive language and culture 45
Using games to step back in time for authentic learning experiences
Exploring scientific models from the inside 50
Rich embodied experiences supported by extended reality and AI. 

Scene 4

Contents
Executive summary 
1
Introduction 
6
Speculative worlds 
8
Imagining and designing for a more equitable future 
Pedagogies of peace 
13
Fostering peacebuilding in schools and society through relationship-centered practices
Climate action pedagogy 
19
Empowering teachers and learners to take meaningful actions towards climate change
Learning in conversation with Generative AI 
24
A dialogic, real-time method of learning
Talking AI ethics with young people 
28
Affording children and young people their rights related to AI and education
AI-enhanced multimodal writing 
33
Extending multimodal authoring and developing critical reflection
Intelligent textbooks  
37
Making reading engaging, ‘smart’ and comprehensive
Assessments through extended reality  
41
Harnessing immersion to demonstrate and develop skills
Immersive language and culture 
45
Using games to step back in time for authentic learning experiences
Exploring scientific models from the inside 
50
Rich embodied experiences supported by extended reality and AI

1
Executive summary
Executive summary
In this series of annual reports, we continue to explore new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This twelfth report proposes another ten innovations which are already in currency but have the potential to exert a greater influence on education. To produce the report, a group of academics at the Institute of Educational Technology at The Open University (UK) collaborated with researchers and practitioners from the LIVE Initiative at Vanderbilt University in the US. A wide range of pedagogical innovations were proposed by the authors and then, in a process of collective discussion of major themes and associated research, ten ideas were developed through multiple drafts and peer review, with reference to published studies and other sources from research and practice. They are summarised below. 1 Speculative worlds Speculative pedagogies involve reimagining the present, past, or future to critique and change the status quo, benefiting marginalised groups who often feel underrepresented. Marginalised groups face barriers to education, exacerbated by poor health, exclusion, and lack of resources. Techniques like world-building in speculative fiction and technology design with these groups may help them to reshape their worlds. Individuals can try out actions and personas that they may not experience in their daily lives, traversing time, space and perspective. Technologies such as AI and VR/AR facilitate these creative processes. Using innovative fiction and film can enable integration of marginalised communities’ cultural backgrounds into new virtual spaces, providing a sense of belonging. Redesigning everyday technology and urban environments can also make learning environments and cities more inclusive. Challenges to implementing the speculative worlds approach include digital exclusion, socioeconomic hurdles, and biases in AI models. Furthermore, careful consideration of accessibility and representation is required, to ensure broad participation. Nevertheless, speculative pedagogies offer ways for marginalised individuals to envision equitable futures, express their identities, and explore their roles in society.
2 Pedagogies of peace Pedagogies of peace emphasise the role of schools and organisations in promoting societal harmony by addressing everyday and structural violence. Peace-promoting practices include education for peace, violence prevention, and community healing. Compassionate practices in classrooms, such as developing empathy, storytelling, and integrating diverse perspectives, can extend beyond school, fostering broader societal compassion and understanding. Restorative justice practices in education seek to repair relationships rather than punish, using methods like sequential circles to facilitate dialogue and healing. These practices enhance student-teacher relationships, reduce ethnic disparities, and help shift school culture from punitive to restorative. Global citizenship education extends peacebuilding efforts beyond local conflicts, encouraging students to understand their role in a global context. Historical models, such as Montessori’s White Cross, and modern initiatives like Libraries Without Borders’ ‘Ideas Box’, support this by providing trauma-informed care and educational resources in conflict zones. Challenges to implementing these practices include limited resources, political resistance, and misunderstanding their value. Despite these barriers, compassionate and restorative practices can build resilient, inclusive communities, making peace education a foundational element for other learning and societal harmony.. 

Scene 5

1
Executive summary
Executive summary
In this series of annual reports, we continue to explore new forms of teaching, learning, and 
assessment for an interactive world, to guide teachers and policy makers in productive 
innovation. This twelfth report proposes another ten innovations which are already in currency 
but have the potential to exert a greater influence on education. To produce the report, a 
group of academics at the Institute of Educational Technology at The Open University (UK) 
collaborated with researchers and practitioners from the LIVE Initiative at Vanderbilt University 
in the US. A wide range of pedagogical innovations were proposed by the authors and then, in 
a process of collective discussion of major themes and associated research, ten ideas were 
developed through multiple drafts and peer review, with reference to published studies and 
other sources from research and practice. They are summarised below. 
1 
Speculative worlds 
Speculative pedagogies involve 
reimagining the present, past, or future 
to critique and change the status 
quo, benefiting marginalised groups 
who often feel underrepresented. 
Marginalised groups face barriers 
to education, exacerbated by poor 
health, exclusion, and lack of resources. 
Techniques like world-building in 
speculative fiction and technology 
design with these groups may 
help them to reshape their worlds. 
Individuals can try out actions and 
personas that they may not experience 
in their daily lives, traversing time, 
space and perspective. Technologies 
such as AI and VR/AR facilitate these 
creative processes. Using innovative 
fiction and film can enable integration 
of marginalised communities’ cultural 
backgrounds into new virtual spaces, 
providing a sense of belonging. 
Redesigning everyday technology and 
urban environments can also make 
learning environments and cities more 
inclusive. Challenges to implementing 
the speculative worlds approach 
include digital exclusion, socioeconomic 
hurdles, and biases in AI models. 
Furthermore, careful consideration 
of accessibility and representation is 
required, to ensure broad participation. 
Nevertheless, speculative pedagogies 
offer ways for marginalised 
individuals to envision equitable 
futures, express their identities, and 
explore their roles in society.
2 Pedagogies of peace 
Pedagogies of peace emphasise the 
role of schools and organisations 
in promoting societal harmony by 
addressing everyday and structural 
violence. Peace-promoting practices 
include education for peace, violence 
prevention, and community healing. 
Compassionate practices in classrooms, 
such as developing empathy, 
storytelling, and integrating diverse 
perspectives, can extend beyond school, 
fostering broader societal compassion 
and understanding. Restorative justice 
practices in education seek to repair 
relationships rather than punish, using 
methods like sequential circles to 
facilitate dialogue and healing. These 
practices enhance student-teacher 
relationships, reduce ethnic disparities, 
and help shift school culture from 
punitive to restorative. Global citizenship 
education extends peacebuilding efforts 
beyond local conflicts, encouraging 
students to understand their role in a 
global context. Historical models, such 
as Montessori’s White Cross, and modern 
initiatives like Libraries Without Borders’ 
‘Ideas Box’, support this by providing 
trauma-informed care and educational 
resources in conflict zones. Challenges 
to implementing these practices include 
limited resources, political resistance, 
and misunderstanding their value. 
Despite these barriers, compassionate 
and restorative practices can build 
resilient, inclusive communities, making 
peace education a foundational element 
for other learning and societal harmony.

2
Innovating Pedagogy 2024
3 Climate action pedagogy
Climate action pedagogy equips educators and students to address climate change effectively by integrating environmental topics across curricula and fostering interdisciplinary learning. It emphasises creating a climate-conscious curriculum supported by scientific research and real-world examples. Hands-
on experiences, such as outdoor learning and sustainability projects, foster environmental responsibility and awareness. However, climate change itself can disrupt these activities, necessitating adaptable teaching methods. Promoting climate literacy and awareness through films, discussions on climate justice, and interactive tools is crucial for building informed and proactive individuals. Empowering student advocacy is vital, encouraging students to engage in local environmental issues, propose solutions, and advocate for policy changes. An example includes McMaster University medical students advocating for climate-
related education in their curriculum. Reflective practices, such as journals and multimedia projects, allow students to connect personally with climate action. Challenges include keeping the evolving curriculum up-
to-date and managing climate anxiety among students. Schools must provide secure spaces for expressing these anxieties and cultivating optimistic perspectives. Through climate action pedagogy, educators can nurture environmentally conscious individuals ready to tackle climate change, promoting responsibility and sustainable future actions. 4 Learning in conversation with generative AI Generative Artificial Intelligence (GenAI) tools like ChatGPT and Gemini simulate Socratic questioning, fostering dialogic learning by providing real-time answers and guidance. These AI systems can act as 24/7 virtual tutors, assisting students with academic tasks and immediate answers. While students appreciate this convenience, concerns about content accuracy, data privacy and potential misuse persist. GenAI’s conversational features enhance interactive learning through immersive simulations and role-playing, aiding language acquisition, professional skills, and critical thinking. For example, Duolingo Roleplay allows language practice in real-life scenarios, and GenAI can simulate job interviews or medical diagnostics. GenAI helps teachers create educational resources through iterative prompting and critical evaluation, but it requires verification and adjustment. Challenges include varying student engagement levels and the need for AI literacy to ensure productive dialogue and critical assessment of AI responses which can sometimes produce incorrect or biased information. Unequal access to advanced GenAI models and privacy concerns must also be addressed. As GenAI evolves, it will continue to shape learning and engagement, necessitating ongoing evaluation and adaptation.. 

Scene 6

2
Innovating Pedagogy 2024
3 Climate action pedagogy
Climate action pedagogy equips 
educators and students to address 
climate change effectively by 
integrating environmental topics across 
curricula and fostering interdisciplinary 
learning. It emphasises creating 
a climate-conscious curriculum 
supported by scientific research 
and real-world examples. Hands-
on experiences, such as outdoor 
learning and sustainability projects, 
foster environmental responsibility 
and awareness. However, climate 
change itself can disrupt these 
activities, necessitating adaptable 
teaching methods. Promoting climate 
literacy and awareness through films, 
discussions on climate justice, and 
interactive tools is crucial for building 
informed and proactive individuals. 
Empowering student advocacy 
is vital, encouraging students to 
engage in local environmental issues, 
propose solutions, and advocate 
for policy changes. An example 
includes McMaster University medical 
students advocating for climate-
related education in their curriculum. 
Reflective practices, such as journals 
and multimedia projects, allow 
students to connect personally with 
climate action. Challenges include 
keeping the evolving curriculum up-
to-date and managing climate anxiety 
among students. Schools must provide 
secure spaces for expressing these 
anxieties and cultivating optimistic 
perspectives. Through climate 
action pedagogy, educators can 
nurture environmentally conscious 
individuals ready to tackle climate 
change, promoting responsibility 
and sustainable future actions. 
4 Learning in conversation 
with generative AI 
Generative Artificial Intelligence (GenAI) 
tools like ChatGPT and Gemini simulate 
Socratic questioning, fostering dialogic 
learning by providing real-time answers 
and guidance. These AI systems can 
act as 24/7 virtual tutors, assisting 
students with academic tasks and 
immediate answers. While students 
appreciate this convenience, concerns 
about content accuracy, data privacy 
and potential misuse persist. GenAI’s 
conversational features enhance 
interactive learning through immersive 
simulations and role-playing, aiding 
language acquisition, professional 
skills, and critical thinking. For example, 
Duolingo Roleplay allows language 
practice in real-life scenarios, and 
GenAI can simulate job interviews 
or medical diagnostics. GenAI helps 
teachers create educational resources 
through iterative prompting and critical 
evaluation, but it requires verification 
and adjustment. Challenges include 
varying student engagement levels 
and the need for AI literacy to ensure 
productive dialogue and critical 
assessment of AI responses which 
can sometimes produce incorrect 
or biased information. Unequal 
access to advanced GenAI models 
and privacy concerns must also 
be addressed. As GenAI evolves, it 
will continue to shape learning and 
engagement, necessitating ongoing 
evaluation and adaptation.

3
Executive summary
5 Talking AI ethics with young people
Digital technologies, including AI, significantly impact young people’s lives, influencing family life, leisure, communication and education. Advocates stress the importance of centring children’s rights in AI debates, emphasising their voices in AI tool development for education. The UNCRC’s call for child engagement remains relevant, highlighting children’s agency and frustration with inadequate digital designs. Children desire greater digital literacy to navigate technology effectively. Initiatives like the European Union’s AI Act aim to establish ethical AI use in education, focusing on data privacy and ethical concerns. At the University of Technology in Sydney, a community consultation process has addressed ethical AI use in education, reflecting the community’s values. In the US, educators have adapted the AI Bill of Rights for young audiences, encouraging policy critique and adaptation. Challenges include the rapid pace of AI development, variations in children’s rights globally, and translating ethical discussions into action. This pedagogy underscores the need for a rights-based approach, emphasising children’s participation, understanding, and advocacy in the digital environment, to ensure their voices are integral in shaping ethical AI practices. 6 AI-enhanced multimodal writing
The integration of generative AI in multimodal writing enhances educational practices by enabling diverse forms of expression such as images, videos, voice-overs and music alongside traditional text. Educators, exploring its potential through projects like advocating environmental changes, note a shift in thinking and planning required. Students benefit from AI’s ability to quickly generate and revise multimodal compositions, although mastering prompt creation and revision becomes crucial. This approach fosters critical thinking and creativity, evident in classes where students use AI to reinterpret stories or create artworks, refining their prompts to AI iteratively. Barriers and challenges include access to AI tools and ethical concerns over algorithmic biases and copyright issues. Nonetheless, the use of AI expands creative possibilities and accelerates multimodal composition processes, prompting educators to emphasise reflective practices and ethical considerations in integrating AI into educational curricula. As AI technology evolves, it will continue to shape multimodal literacy, encouraging deeper engagement and ethical exploration in education.. 

Scene 7

3
Executive summary
5 Talking AI ethics with 
young people
Digital technologies, including AI, 
significantly impact young people’s 
lives, influencing family life, leisure, 
communication and education. 
Advocates stress the importance 
of centring children’s rights in AI 
debates, emphasising their voices in 
AI tool development for education. The 
UNCRC’s call for child engagement 
remains relevant, highlighting children’s 
agency and frustration with inadequate 
digital designs. Children desire greater 
digital literacy to navigate technology 
effectively. Initiatives like the European 
Union’s AI Act aim to establish ethical 
AI use in education, focusing on data 
privacy and ethical concerns. At the 
University of Technology in Sydney, a 
community consultation process has 
addressed ethical AI use in education, 
reflecting the community’s values. In 
the US, educators have adapted the 
AI Bill of Rights for young audiences, 
encouraging policy critique and 
adaptation. Challenges include 
the rapid pace of AI development, 
variations in children’s rights globally, 
and translating ethical discussions into 
action. This pedagogy underscores 
the need for a rights-based 
approach, emphasising children’s 
participation, understanding, and 
advocacy in the digital environment, 
to ensure their voices are integral 
in shaping ethical AI practices. 
6 AI-enhanced 
multimodal writing
The integration of generative AI 
in multimodal writing enhances 
educational practices by enabling 
diverse forms of expression such as 
images, videos, voice-overs and music 
alongside traditional text. Educators, 
exploring its potential through projects 
like advocating environmental changes, 
note a shift in thinking and planning 
required. Students benefit from AI’s 
ability to quickly generate and revise 
multimodal compositions, although 
mastering prompt creation and revision 
becomes crucial. This approach 
fosters critical thinking and creativity, 
evident in classes where students 
use AI to reinterpret stories or create 
artworks, refining their prompts to AI 
iteratively. Barriers and challenges 
include access to AI tools and ethical 
concerns over algorithmic biases and 
copyright issues. Nonetheless, the use 
of AI expands creative possibilities and 
accelerates multimodal composition 
processes, prompting educators to 
emphasise reflective practices and 
ethical considerations in integrating 
AI into educational curricula. As AI 
technology evolves, it will continue 
to shape multimodal literacy, 
encouraging deeper engagement 
and ethical exploration in education.

4
Innovating Pedagogy 2024
7 Intelligent textbooks
With the advent of Artificial Intelligence (AI), intelligent texts have become ‘smarter’, enabling personalised forms of learning by tracking the behaviour of readers such as page navigation and dwell time (amount of time a reader spends on a page) and by adapting content in real time to meet the needs of the reader. Intelligent textbooks leverage AI to enhance learning experiences by integrating interactive features such as automated question answering and adaptive content delivery. These digital tools are evolving from traditional and digital texts, offering personalised learning paths and real-time feedback to optimise comprehension and engagement. Key benefits include improved learning efficiency and student satisfaction, particularly noted in fields like computer science where interactive elements support deeper understanding and skill development. Integrating these tools effectively into existing curricula can be challenging. Concerns include biases in AI-generated feedback and ensuring student data privacy. Despite these challenges, intelligent textbooks represent a transformative approach to education, poised to facilitate lifelong learning by fostering adaptive learning environments accessible to diverse learners worldwide, albeit with considerations for ethical AI use and cost-effective implementation. 8 Assessments through extended reality
Simulation-based learning replicates aspects of the real world, requiring learners to take actions, and making the consequences of these actions visible. Its use in assessment is growing. Assessments through extended reality (XR), including virtual reality (VR) and augmented reality (AR), involve using immersive simulations for evaluating and developing practical skills. XR enhances learning by providing a sense of presence and agency, crucial for testing procedural knowledge in complex scenarios like surgery or hazardous environments. These simulations allow for authentic assessments without real-world risks or logistical constraints. Industries from healthcare to vocational training are adopting XR for assessing skills like hazard recognition in construction or customer service in hospitality, leveraging realistic virtual environments. Design principles for XR assessments emphasise using multiple data sources for comprehensive evaluation, starting with low-stakes assessments to familiarise learners, and aligning tasks with learning outcomes. Potential barriers to uptake are equipment costs, space requirements, and motion sickness in virtual reality, which may affect accessibility and equity. Nevertheless, XR assessments promise to revolutionise education by offering detailed analytics and fostering reflective learning experiences beyond traditional assessment methods.. 

Scene 8

4
Innovating Pedagogy 2024
7 
Intelligent textbooks
With the advent of Artificial Intelligence 
(AI), intelligent texts have become 
‘smarter’, enabling personalised forms 
of learning by tracking the behaviour of 
readers such as page navigation and 
dwell time (amount of time a reader 
spends on a page) and by adapting 
content in real time to meet the needs 
of the reader. Intelligent textbooks 
leverage AI to enhance learning 
experiences by integrating interactive 
features such as automated question 
answering and adaptive content 
delivery. These digital tools are evolving 
from traditional and digital texts, 
offering personalised learning paths 
and real-time feedback to optimise 
comprehension and engagement. Key 
benefits include improved learning 
efficiency and student satisfaction, 
particularly noted in fields like computer 
science where interactive elements 
support deeper understanding and 
skill development. Integrating these 
tools effectively into existing curricula 
can be challenging. Concerns include 
biases in AI-generated feedback and 
ensuring student data privacy. Despite 
these challenges, intelligent textbooks 
represent a transformative approach 
to education, poised to facilitate 
lifelong learning by fostering adaptive 
learning environments accessible 
to diverse learners worldwide, albeit 
with considerations for ethical AI use 
and cost-effective implementation. 
8 Assessments through 
extended reality
Simulation-based learning replicates 
aspects of the real world, requiring 
learners to take actions, and making 
the consequences of these actions 
visible. Its use in assessment is growing. 
Assessments through extended 
reality (XR), including virtual reality 
(VR) and augmented reality (AR), 
involve using immersive simulations 
for evaluating and developing 
practical skills. XR enhances learning 
by providing a sense of presence and 
agency, crucial for testing procedural 
knowledge in complex scenarios like 
surgery or hazardous environments. 
These simulations allow for authentic 
assessments without real-world risks 
or logistical constraints. Industries 
from healthcare to vocational 
training are adopting XR for assessing 
skills like hazard recognition in 
construction or customer service in 
hospitality, leveraging realistic virtual 
environments. Design principles for XR 
assessments emphasise using multiple 
data sources for comprehensive 
evaluation, starting with low-stakes 
assessments to familiarise learners, and 
aligning tasks with learning outcomes. 
Potential barriers to uptake are 
equipment costs, space requirements, 
and motion sickness in virtual reality, 
which may affect accessibility and 
equity. Nevertheless, XR assessments 
promise to revolutionise education by 
offering detailed analytics and fostering 
reflective learning experiences beyond 
traditional assessment methods.

5
Executive summary
9 Immersive language and culture
Immersive language and culture is an approach that uses digital games and role-playing to offer students authentic learning experiences in historical contexts. These methods provide engaging platforms for language acquisition and cultural understanding. Students who are immersed in an authentic learning activity can be supported to develop the judgment to distinguish between reliable and unreliable information, the flexibility to develop innovative solutions and to work across cultural boundaries. Video games like Brendan’s Voyage and Operation LAPIS immerse students in specific historical periods, teaching languages such as medieval French and Latin while integrating cultural elements like architecture and literature. Alternatively, Reacting to the Past employs role-playing scenarios, such as simulating the Paris Peace Conference or ancient Athens, to foster critical thinking and historical empathy among students. Challenges include the complexity of creating educational games that authentically reflect language and culture, as well as student difficulties in adapting to role-playing and debate. However, such immersive learning methods show promise in enhancing student engagement and retention, paving the way for more interactive and effective educational practices in language and cultural studies.
10 Exploring scientific models from the inside
Embodied learning seeks to expand the repertoire of resources students use to learn from their experiences in the world by incorporating how they move their bodies in space and how they interact with the physical environment around them. Extended reality (XR) technologies like virtual reality, augmented reality and mixed reality can be used to create immersive environments where students interact with digital representations of scientific phenomena, such as pollination dynamics or states of matter, overlaid onto real-world settings. This approach allows students to explore and manipulate scientific models firsthand, enhancing their understanding through experiential learning. Artificial Intelligence (AI) complements XR by analysing vast amounts of multimodal data from these interactions, including video, audio, and system logs, to provide insights into students’ engagement and learning processes. This data-driven approach enables teachers to facilitate reflective discussions and personalised feedback, guiding students to deeper conceptual understanding. There are challenges such as cost, technical complexity, and privacy concerns. Nonetheless, there are educational benefits of XR and AI in making abstract concepts tangible and engaging, which underscore their transformative potential in education.. 

Scene 9

5
Executive summary
9 Immersive language 
and culture
Immersive language and culture is 
an approach that uses digital games 
and role-playing to offer students 
authentic learning experiences in 
historical contexts. These methods 
provide engaging platforms for 
language acquisition and cultural 
understanding. Students who are 
immersed in an authentic learning 
activity can be supported to develop 
the judgment to distinguish between 
reliable and unreliable information, 
the flexibility to develop innovative 
solutions and to work across cultural 
boundaries. Video games like Brendan’s 
Voyage and Operation LAPIS immerse 
students in specific historical periods, 
teaching languages such as medieval 
French and Latin while integrating 
cultural elements like architecture 
and literature. Alternatively, Reacting 
to the Past employs role-playing 
scenarios, such as simulating the 
Paris Peace Conference or ancient 
Athens, to foster critical thinking and 
historical empathy among students. 
Challenges include the complexity 
of creating educational games that 
authentically reflect language and 
culture, as well as student difficulties in 
adapting to role-playing and debate. 
However, such immersive learning 
methods show promise in enhancing 
student engagement and retention, 
paving the way for more interactive 
and effective educational practices 
in language and cultural studies.
10 Exploring scientific 
models from the inside
Embodied learning seeks to expand 
the repertoire of resources students 
use to learn from their experiences 
in the world by incorporating how 
they move their bodies in space and 
how they interact with the physical 
environment around them. Extended 
reality (XR) technologies like virtual 
reality, augmented reality and mixed 
reality can be used to create immersive 
environments where students 
interact with digital representations 
of scientific phenomena, such as 
pollination dynamics or states of 
matter, overlaid onto real-world 
settings. This approach allows students 
to explore and manipulate scientific 
models firsthand, enhancing their 
understanding through experiential 
learning. Artificial Intelligence (AI) 
complements XR by analysing vast 
amounts of multimodal data from these 
interactions, including video, audio, and 
system logs, to provide insights into 
students’ engagement and learning 
processes. This data-driven approach 
enables teachers to facilitate reflective 
discussions and personalised feedback, 
guiding students to deeper conceptual 
understanding. There are challenges 
such as cost, technical complexity, and 
privacy concerns. Nonetheless, there 
are educational benefits of XR and AI 
in making abstract concepts tangible 
and engaging, which underscore their 
transformative potential in education.

6
Innovating Pedagogy 2024
Introduction
We are pleased to share in this report the outcomes of another fruitful collaboration among a group of authors who have come together to identify a further set of powerful pedagogies that hold the promise of transformative change. It is again very clear that consideration of important contemporary societal issues can lead to richly educational experiences that provide opportunities to imagine a range of possible futures. Challenges such as the climate emergency, the proliferation of Artificial Intelligence (AI), and the fragility of social trust can motivate educators to seek out approaches that will engage their students, and in doing so, lay good foundations for the future. Often combined with application of smart technologies, the latest ten proposed pedagogies further expand teachers’ repertoires, potentially strengthening student engagement and success. In particular, extended reality (XR) – i.e., immersive technologies that blend the physical and virtual worlds – as well as AI permeate many of the innovations described in this year’s report. Pedagogical approaches incorporating these technologies highlight the development of practical skills and knowledge, as well as deepening conceptual understanding through experiences that are highly absorbing. The experiences may be based around embodied learning, which involves physical movement, sensations and emotions induced by physical experiences. Both XR and AI are also technologies that can fire the imagination, motivating both teachers and learners to create, critique and evaluate. The drawbacks as well as advantages of these technologies are brought to light. ‘Speculative worlds’ in this report illustrates one approach that ignites the imagination, through using, critiquing or producing speculative fiction or engaging learners in technology design. This pedagogy can be a way to shake up preconceptions about how any fictional or real world can look or function. It can be especially beneficial for marginalised or minoritised groups of learners, enabling them to express their perspectives and to influence the design of future learning spaces or environments. ‘Pedagogies of peace’ and ‘Climate action pedagogy’ are similarly future-oriented, with a range of strategies that reflect a common desire to forge deeper relationships between education and important developments taking place in our world. At a time of excitement about AI but also concerns around its role and influence, it is reassuring to know that researchers are developing a new field of knowledge and practice where the central focus is AI for peace. This new field includes the study of relationships between AI, climate and conflict, and it is already clear that educators, technologists, data scientists, designers, engineers, and technology activists will all need to play their part1.
Teachers’ pedagogical choices for individual lessons, learning activities or projects may ultimately contribute to shaping new curricula, with a view to preparing students for future employment in emerging fields. The future-oriented pedagogies we have included in this report tend to emphasise compassion and care, a concern for justice, awareness of important global issues, and an orientation towards the notion of global citizenship – a perspective that recognises collective responsibility and the digitally-
enabled networks that increasingly connect people across the world. These pedagogies may require, or simply benefit from, engagement with communities beyond a single school or institution. Digital networks could facilitate that engagement. The growing role of AI shows up as a prominent theme throughout this report, with multiple angles on its integration in education. Many other organisations have published reports dedicated to this theme as a whole2,3,4. In our case, ‘Learning in conversation with generative AI’ emerged from initial proposals to look at the skills involved in devising effective prompts when interacting with generative AI (GenAI) tools such as ChatGPT, but it was soon situated within the broader perspective of interaction with teachers or tutors and the benefits of conversational learning. The approach embraces virtual tutors, interactive simulations, and the co-creation (together with AI) of educational resources.. 

Scene 10

6
Innovating Pedagogy 2024
Introduction
We are pleased to share in this report the 
outcomes of another fruitful collaboration 
among a group of authors who have 
come together to identify a further set of 
powerful pedagogies that hold the promise 
of transformative change. It is again very 
clear that consideration of important 
contemporary societal issues can lead to 
richly educational experiences that provide 
opportunities to imagine a range of possible 
futures. Challenges such as the climate 
emergency, the proliferation of Artificial 
Intelligence (AI), and the fragility of social 
trust can motivate educators to seek out 
approaches that will engage their students, 
and in doing so, lay good foundations for  
the future. 
Often combined with application of smart 
technologies, the latest ten proposed 
pedagogies further expand teachers’ 
repertoires, potentially strengthening student 
engagement and success. In particular, 
extended reality (XR) – i.e., immersive 
technologies that blend the physical and 
virtual worlds – as well as AI permeate 
many of the innovations described in this 
year’s report. Pedagogical approaches 
incorporating these technologies highlight 
the development of practical skills and 
knowledge, as well as deepening conceptual 
understanding through experiences that 
are highly absorbing. The experiences may 
be based around embodied learning, which 
involves physical movement, sensations and 
emotions induced by physical experiences. 
Both XR and AI are also technologies that 
can fire the imagination, motivating both 
teachers and learners to create, critique 
and evaluate. The drawbacks as well as 
advantages of these technologies are 
brought to light. 
‘Speculative worlds’ in this report illustrates 
one approach that ignites the imagination, 
through using, critiquing or producing 
speculative fiction or engaging learners in 
technology design. This pedagogy can be 
a way to shake up preconceptions about 
how any fictional or real world can look 
or function. It can be especially beneficial 
for marginalised or minoritised groups of 
learners, enabling them to express their 
perspectives and to influence the design 
of future learning spaces or environments. 
‘Pedagogies of peace’ and ‘Climate action 
pedagogy’ are similarly future-oriented, with 
a range of strategies that reflect a common 
desire to forge deeper relationships between 
education and important developments 
taking place in our world. At a time of 
excitement about AI but also concerns 
around its role and influence, it is reassuring 
to know that researchers are developing a 
new field of knowledge and practice where 
the central focus is AI for peace. This new 
field includes the study of relationships 
between AI, climate and conflict, and it is 
already clear that educators, technologists, 
data scientists, designers, engineers, and 
technology activists will all need to play  
their part1.
Teachers’ pedagogical choices for individual 
lessons, learning activities or projects 
may ultimately contribute to shaping new 
curricula, with a view to preparing students 
for future employment in emerging fields. 
The future-oriented pedagogies we have 
included in this report tend to emphasise 
compassion and care, a concern for justice, 
awareness of important global issues, and 
an orientation towards the notion of global 
citizenship – a perspective that recognises 
collective responsibility and the digitally-
enabled networks that increasingly connect 
people across the world. These pedagogies 
may require, or simply benefit from, 
engagement with communities beyond a 
single school or institution. Digital networks 
could facilitate that engagement. 
The growing role of AI shows up as a 
prominent theme throughout this report, 
with multiple angles on its integration in 
education. Many other organisations have 
published reports dedicated to this theme 
as a whole2,3,4. In our case, ‘Learning in 
conversation with generative AI’ emerged 
from initial proposals to look at the skills 
involved in devising effective prompts 
when interacting with generative AI (GenAI) 
tools such as ChatGPT, but it was soon 
situated within the broader perspective 
of interaction with teachers or tutors and 
the benefits of conversational learning. 
The approach embraces virtual tutors, 
interactive simulations, and the co-creation 
(together with AI) of educational resources.

7
Introduction
Conversation is also the central focus of ‘Talking AI ethics with young people’, where the message is that it is crucial to prioritise young people’s rights, voices and experiences in the design, development, and implementation of AI tools that they will use in education. Key concerns are young people’s safety, privacy, and meaningful participation in the digital world. Co-design processes involving young people can address both the risks and opportunities presented by AI. Digital communication is increasingly multimodal, which means that familiar processes such as writing are being transformed. The pedagogical approach outlined in ‘AI enhanced multimodal writing’ draws attention to how GenAI enhances the process of creating multimodal compositions and how it forces writers to think differently about the arguments they are formulating. It emphasises how AI tools can facilitate the integration of various modes of communication, such as images, sounds, texts and videos, for example to enable retelling of stories in different ways. This not only broadens the creative possibilities but also requires new skills in devising prompts for the AI, and critical reflection on the use of AI and on the process of composing. ‘Intelligent textbooks’ connect the processes of reading and writing. These textbooks help students generate knowledge by making reading processes more interactive, for instance by requiring learners to construct responses to AI generated questions and produce summaries of texts they have read. The final batch of pedagogies described in this report is clustered around the use of extended reality and immersion5. The section on ‘Assessments through extended reality’ provides teachers with guidance on designing these types of assessments along with practical suggestions for implementation. Introduction of new forms of assessment can be difficult, but in subjects where real-world skills and procedures need to be practised and assessed XR offers clear benefits. Digital data generated in these situations can be used for detailed analysis, and potentially that can lead to improvements in teaching and learning. XR is also central to ‘Exploring scientific models from the inside’, where playful exploration of scientific models is facilitated through embodied learning, analysis of multimodal digital data traces of performed activities, and subsequent reflection. In ‘Immersive language and culture’, learning classical languages such as Ancient Greek or Latin and playful exploration of historical scenarios are enabled by actions, readings and debates in immersive video game environments. Such a pedagogy can also be enacted without the use of technology, in student-led game-based sessions in class or outside of class. We hope you enjoy our twelfth report and look forward to your feedback!
References
1. Panic, B. and Arthur, P. (2024) AI for Peace. CRC Press. London.
2. Edmett, A., Ichaporia, N., Crompton, H., and Crichton, R. (2023) Artificial intelligence and English language teaching: Preparing for the future, The British Council. Available at: https://doi.
org/10.57884/78ea-3c69 (Accessed 10 July 2024).
3. Giannini, S. (2023) Generative AI and the future of education, UNESCO. Available at: https://www.
unesco.org/sdg4education2030/en/knowledge-
hub/generative-ai-and-future-education (Accessed 19 July 2024). 4. World Economic Forum (2024) Shaping the Future of Learning: The Role of AI in Education 4.0. Insight report, April 2024. Available at: https://www.
weforum.org/publications/shaping-the-future-
of-learning-the-role-of-ai-in-education-4-0/ (Accessed 10 July 2024). 5. Jisc (2024) Extended reality in learning and teaching report 2023/24. Available at: https://www.jisc.ac.uk/reports/extended-reality-
in-learning-and-teaching-report-2023-24 (Accessed 10 July 2024).. 

Scene 11

7
Introduction
Conversation is also the central focus 
of ‘Talking AI ethics with young people’, 
where the message is that it is crucial to 
prioritise young people’s rights, voices and 
experiences in the design, development, 
and implementation of AI tools that they will 
use in education. Key concerns are young 
people’s safety, privacy, and meaningful 
participation in the digital world. Co-design 
processes involving young people can 
address both the risks and opportunities 
presented by AI. 
Digital communication is increasingly 
multimodal, which means that familiar 
processes such as writing are being 
transformed. The pedagogical approach 
outlined in ‘AI enhanced multimodal writing’ 
draws attention to how GenAI enhances 
the process of creating multimodal 
compositions and how it forces writers to 
think differently about the arguments they 
are formulating. It emphasises how AI tools 
can facilitate the integration of various 
modes of communication, such as images, 
sounds, texts and videos, for example 
to enable retelling of stories in different 
ways. This not only broadens the creative 
possibilities but also requires new skills in 
devising prompts for the AI, and critical 
reflection on the use of AI and on the process 
of composing. ‘Intelligent textbooks’ connect 
the processes of reading and writing. These 
textbooks help students generate knowledge 
by making reading processes more 
interactive, for instance by requiring learners 
to construct responses to AI generated 
questions and produce summaries of texts 
they have read. 
The final batch of pedagogies described  
in this report is clustered around the use  
of extended reality and immersion5.  
The section on ‘Assessments through 
extended reality’ provides teachers with 
guidance on designing these types 
of assessments along with practical 
suggestions for implementation. Introduction 
of new forms of assessment can be difficult, 
but in subjects where real-world skills 
and procedures need to be practised and 
assessed XR offers clear benefits. Digital 
data generated in these situations can be 
used for detailed analysis, and potentially 
that can lead to improvements in teaching 
and learning. XR is also central to ‘Exploring 
scientific models from the inside’, where 
playful exploration of scientific models is 
facilitated through embodied learning, 
analysis of multimodal digital data traces 
of performed activities, and subsequent 
reflection. In ‘Immersive language and 
culture’, learning classical languages such as 
Ancient Greek or Latin and playful exploration 
of historical scenarios are enabled by 
actions, readings and debates in immersive 
video game environments. Such a pedagogy 
can also be enacted without the use of 
technology, in student-led game-based 
sessions in class or outside of class. 
We hope you enjoy our twelfth report and 
look forward to your feedback!
References
1. Panic, B. and Arthur, P. (2024) AI for Peace. CRC 
Press. London.
2. Edmett, A., Ichaporia, N., Crompton, H., and 
Crichton, R. (2023) Artificial intelligence and 
English language teaching: Preparing for the 
future, The British Council. Available at: https://doi.
org/10.57884/78ea-3c69 (Accessed 10 July 2024).
3. Giannini, S. (2023) Generative AI and the future 
of education, UNESCO. Available at: https://www.
unesco.org/sdg4education2030/en/knowledge-
hub/generative-ai-and-future-education 
(Accessed 19 July 2024). 
4. World Economic Forum (2024) Shaping the Future 
of Learning: The Role of AI in Education 4.0. Insight 
report, April 2024. Available at: https://www.
weforum.org/publications/shaping-the-future-
of-learning-the-role-of-ai-in-education-4-0/ 
(Accessed 10 July 2024). 
5. Jisc (2024) Extended reality in learning  
and teaching report 2023/24. Available at:  
https://www.jisc.ac.uk/reports/extended-reality-
in-learning-and-teaching-report-2023-24 
(Accessed 10 July 2024).

8
Innovating Pedagogy 2024
Speculative worlds Imagining and designing for a more equitable future
Introduction
Speculative pedagogies involve reimagining the present, past, or future to better understand, critique, and work to change the status quo. Exciting innovations include world-building and its critique in speculative fiction with young people, and speculative technology design with marginalised and/or minoritised groups.
These approaches may be especially significant for students who have not seen themselves or their needs reflected in popular media, like fiction and film, dominant curriculum, or technology design. Speculative creation allows for students who have been marginalised (due to how they represent or identify their race, gender, sex, ethnicity, religion, beliefs, education, income, health status, disability, geographic location, and more, in often-intersecting ways) to re-
shape the world around them. This is done in ways that dominant media, technology and curriculum might not allow for. Emerging and growing technologies like generative artificial intelligence (AI) and virtual and augmented reality (VR/AR) offer students new ways to build and explore these alternate worlds.
For a large proportion of marginalised groups, access to education can be a real problem. They can be denied their right to access teaching and learning, either face-
to-face or at a distance. The reason for this is higher incidence of poor mental and physical health, higher probability of being excluded from school, poor attainment/
employment and a lack of ‘study space’ at home. Localised deprivation, special educational needs, and low socio-economic status are also factors. They are often left behind by national educational policies.
One way of addressing misrepresentation of marginalised students and their communities is the construction and use of innovative, ultra-modern worlds in fiction and film. This kind of creation can take the economic, cultural, social and historical background of marginalised communities and weave these into the creation of new real or virtual places. Those communities are able to have somewhere where they feel at home, and can access their right to education, amongst other human rights such as use of services and goods in a variety of domains. This speculative approach to world-building in textual and visual media is currently seeing a surge in popularity and urgency as a form of pedagogy, especially in the context of the development and application of artificial intelligence (AI) and other advanced computational technologies like augmented and virtual reality (AR/VR). AI image and video generation tools can help bring speculative visions to life in vivid and shareable ways. This was shown in the Black Panther films, where the fictional East African country of Wakanda and its people showed a futuristic view of these ‘smart’ cities, combined with historical, religious, cultural and social aspects of Wakandan life. For example, the fictional city Birnin Zana is considered by some to be a smart city; commerce-filled streets are car-free except for the infrequent bus-like shuttles. Maglev trains are seen around the city, with some Wakandan buildings having elements from African heritage, such as large hanging baskets, colourful brickwork and thatched roofs. The people themselves are technologically advanced. Their defences, languages and religious beliefs are diverse in nature and other cultural aspects such as art and clothing are also tailored to Wakanda. Speculative worlds are evolving as technology offers new ways of predicting and building the world. 

Scene 12

8
Innovating Pedagogy 2024
Speculative worlds 
Imagining and designing for a more equitable future
Introduction
Speculative pedagogies involve reimagining 
the present, past, or future to better 
understand, critique, and work to change 
the status quo. Exciting innovations include 
world-building and its critique in speculative 
fiction with young people, and speculative 
technology design with marginalised and/or 
minoritised groups.
These approaches may be especially 
significant for students who have not 
seen themselves or their needs reflected 
in popular media, like fiction and film, 
dominant curriculum, or technology design. 
Speculative creation allows for students who 
have been marginalised (due to how they 
represent or identify their race, gender, sex, 
ethnicity, religion, beliefs, education, income, 
health status, disability, geographic location, 
and more, in often-intersecting ways) to re-
shape the world around them. This is done in 
ways that dominant media, technology and 
curriculum might not allow for. Emerging and 
growing technologies like generative artificial 
intelligence (AI) and virtual and augmented 
reality (VR/AR) offer students new ways to 
build and explore these alternate worlds.
For a large proportion of marginalised 
groups, access to education can be a real 
problem. They can be denied their right to 
access teaching and learning, either face-
to-face or at a distance. The reason for 
this is higher incidence of poor mental and 
physical health, higher probability of being 
excluded from school, poor attainment/
employment and a lack of ‘study space’ 
at home. Localised deprivation, special 
educational needs, and low socio-economic 
status are also factors. They are often left 
behind by national educational policies.
One way of addressing misrepresentation 
of marginalised students and their 
communities is the construction and use of 
innovative, ultra-modern worlds in fiction 
and film. This kind of creation can take the 
economic, cultural, social and historical 
background of marginalised communities 
and weave these into the creation of new 
real or virtual places. Those communities 
are able to have somewhere where they 
feel at home, and can access their right to 
education, amongst other human rights 
such as use of services and goods in a 
variety of domains. 
This speculative approach to world-building 
in textual and visual media is currently 
seeing a surge in popularity and urgency 
as a form of pedagogy, especially in the 
context of the development and application 
of artificial intelligence (AI) and other 
advanced computational technologies like 
augmented and virtual reality (AR/VR). AI 
image and video generation tools can help 
bring speculative visions to life in vivid and 
shareable ways. 
This was shown in the Black Panther films, 
where the fictional East African country of 
Wakanda and its people showed a futuristic 
view of these ‘smart’ cities, combined with 
historical, religious, cultural and social 
aspects of Wakandan life. For example, the 
fictional city Birnin Zana is considered by 
some to be a smart city; commerce-filled 
streets are car-free except for the infrequent 
bus-like shuttles. Maglev trains are seen 
around the city, with some Wakandan 
buildings having elements from African 
heritage, such as large hanging baskets, 
colourful brickwork and thatched roofs. 
The people themselves are technologically 
advanced. Their defences, languages and 
religious beliefs are diverse in nature and 
other cultural aspects such as art and 
clothing are also tailored to Wakanda. 
Speculative worlds are evolving 
as technology offers new ways of 
predicting and building the world

9
Speculative worlds Another speculative approach is to envision the redesign of technology and physical spaces that surround us. This might include efforts to create a ‘smart city’ – or world – virtually. It builds on game-based learning, where the graphics and economic, cultural, or social aspects of the game are a central part of the environment players find themselves in. This is an especially important realm of speculative design given that playable video game characters are still predominantly ‘White’, ‘male’ and ‘adult.’1 This pedagogical approach can mirror and/
or bolster efforts in the physical world to design smart cities that leverage technology for more equitable futures, making cities more inclusive for the poor, the disabled, the elderly, and other vulnerable people2. Given that technology can also deepen inequities, it is crucial that marginalised communities have a voice in this design process.
Speculative worlds are evolving as technology offers new ways of predicting and building the world – with artificial intelligence, with virtual and augmented reality, and with new forms and modes of circulating texts with these technologies. For example, generative AI image tools may provide students with a way of designing characters to reflect a wide range of ages, races, genders and cultures. However, this process comes with its own risks, too, as generative AI can also reinforce stereotypes, generate false or misleading content, and may have been trained with illegally acquired content. Students and educators can examine, together, the risks and benefits of using these kinds of new technologies to create images and video of people and their worlds.
Serengeti Cyborg. Afrofuturism interpretation by Solen Feyissa. 

Scene 13

9
Speculative worlds 
Another speculative approach is to envision 
the redesign of technology and physical 
spaces that surround us. This might 
include efforts to create a ‘smart city’ – or 
world – virtually. It builds on game-based 
learning, where the graphics and economic, 
cultural, or social aspects of the game are 
a central part of the environment players 
find themselves in. This is an especially 
important realm of speculative design given 
that playable video game characters are 
still predominantly ‘White’, ‘male’ and ‘adult.’1 
This pedagogical approach can mirror and/
or bolster efforts in the physical world to 
design smart cities that leverage technology 
for more equitable futures, making cities 
more inclusive for the poor, the disabled, the 
elderly, and other vulnerable people2. Given 
that technology can also deepen inequities, 
it is crucial that marginalised communities 
have a voice in this design process.
Speculative worlds are evolving as 
technology offers new ways of predicting 
and building the world – with artificial 
intelligence, with virtual and augmented 
reality, and with new forms and modes of 
circulating texts with these technologies. 
For example, generative AI image tools may 
provide students with a way of designing 
characters to reflect a wide range of ages, 
races, genders and cultures. However, this 
process comes with its own risks, too, as 
generative AI can also reinforce stereotypes, 
generate false or misleading content, 
and may have been trained with illegally 
acquired content. Students and educators 
can examine, together, the risks and benefits 
of using these kinds of new technologies to 
create images and video of people and  
their worlds.
Serengeti Cyborg. Afrofuturism interpretation by Solen Feyissa

10
Innovating Pedagogy 2024
World-building in fiction and film: students as creators and critics
Scholars and educators have pointed to the ways that ‘mainstream’ speculative fiction can preserve and perpetuate dominant culture, erasing marginalised and minoritised communities. For example, these texts and films may use stereotypical tropes like the ‘White savior’ (e.g., as some have noted in Black Panther) or the ‘exotic other.’3 Asking students to examine these portrayals in existing films (like Black Panther or The Matrix) and novels, then re-imagine how they might want to tell their stories, can be a powerful experience. Educators have explored what it means to use Afrofuturist texts (expressing notions of Black identity, agency and freedom through art, creative works and activism) like Black Panther and young adult science fiction literature to encourage students’ imagination in ways that have not typically been valued in schools.4
Speculation in this sense can include both making new art and critiquing existing media. Watching, reading and critiquing science fiction that speculates about the past, present, or future can open up alternative modes of textual analysis for students that seek to value texts – and student responses to them – beyond the largely White, male canon of ‘traditional literature.’ For example, students might interrogate representations in media sensations like Watchmen, Star Trek and Westworld using a tool like Davis’s Speculative Worlds of Color website3 to identify common tropes. Redesigning everyday technology and the built environment
One application of this pedagogy asks students to design or redesign technology that impacts their lives. Another used ‘Speculative Design Fictions’ in an urban design context, asking students to think about their connections to urban spaces and think about the impact of technology on the design and experience of these spaces, ultimately producing a short film depicting students’ responses. A group in the US held workshops with young people to think about how they would want to design AI to support collaborative learning, designing their own AI agent.5
In the virtual sphere, education researchers are creating AI-backed computer games for use in schools where students make choices to see how a story might play out, deciding whether a virtual community should have a car park or a garden and seeing the impact that might have on the neighbourhood. As part of the design process, researchers have asked students to give their feedback on what should happen in the game.6 These research teams are working on emerging capabilities for educators themselves to design these experiences, tailoring the game to the learning standards and student content, without the need for coding expertise.. 

Scene 14

10
Innovating Pedagogy 2024
World-building in fiction and film: 
students as creators and critics
Scholars and educators have pointed to 
the ways that ‘mainstream’ speculative 
fiction can preserve and perpetuate 
dominant culture, erasing marginalised 
and minoritised communities. For example, 
these texts and films may use stereotypical 
tropes like the ‘White savior’ (e.g., as some 
have noted in Black Panther) or the ‘exotic 
other.’3 Asking students to examine these 
portrayals in existing films (like Black Panther 
or The Matrix) and novels, then re-imagine 
how they might want to tell their stories, can 
be a powerful experience. Educators have 
explored what it means to use Afrofuturist 
texts (expressing notions of Black identity, 
agency and freedom through art, creative 
works and activism) like Black Panther and 
young adult science fiction literature to 
encourage students’ imagination in ways 
that have not typically been valued in 
schools.4
Speculation in this sense can include both 
making new art and critiquing existing 
media. Watching, reading and critiquing 
science fiction that speculates about 
the past, present, or future can open up 
alternative modes of textual analysis for 
students that seek to value texts – and 
student responses to them – beyond the 
largely White, male canon of ‘traditional 
literature.’ For example, students might 
interrogate representations in media 
sensations like Watchmen, Star Trek 
and Westworld using a tool like Davis’s 
Speculative Worlds of Color website3 to 
identify common tropes. 
Redesigning everyday 
technology and the built 
environment
One application of this pedagogy asks 
students to design or redesign technology 
that impacts their lives. Another used 
‘Speculative Design Fictions’ in an urban 
design context, asking students to think 
about their connections to urban spaces 
and think about the impact of technology on 
the design and experience of these spaces, 
ultimately producing a short film depicting 
students’ responses. A group in the US held 
workshops with young people to think about 
how they would want to design AI to support 
collaborative learning, designing their own  
AI agent.5
In the virtual sphere, education researchers 
are creating AI-backed computer games for 
use in schools where students make choices 
to see how a story might play out, deciding 
whether a virtual community should have a 
car park or a garden and seeing the impact 
that might have on the neighbourhood. As 
part of the design process, researchers have 
asked students to give their feedback on 
what should happen in the game.6 These 
research teams are working on emerging 
capabilities for educators themselves to 
design these experiences, tailoring the  
game to the learning standards and  
student content, without the need for  
coding expertise.

Innovating Pedagogy 2024 part 1