Updated: Jul 22
Rapid shifts over the past year from face-to-face to online to hybrid environments have brought greater attention to the need for educators to be able to pivot seamlessly across formats. It has also raised awareness of the importance of integrating evidence-based practices to support instruction and transfer of learning. Recognizing that the global economic landscape will not be the same post-pandemic, PK-12 and higher education graduates must be prepared to learn and work in increasingly competitive and dynamic work environments.
In “Post-Pandemic, the Office will Now Have a Whole New Look” (July 12, 2021), data from multiple studies in the United States highlight future shifts within the work environment. In one study, 9 out of 10 organizations stated they will be combining remote and on-site work post-pandemic (McKinsey Survey 2021). Similarly, another study shared that 70% of companies with plans in place stated they will adopt a hybrid model (Mercer, 2021). In the United Kingdom, a 2021 study by Owl Labs found that 84% of UK businesses plan on having a hybrid, flexible or remote workforce post-pandemic. Highlights from a Deloitte 2021 study shared in “Planning for the World of Hybrid Work” (June 30, 2021) shared that corporations plan to be creative in reimagining physical spaces, hybrid work models, and even integrating augmented and virtual reality. While onsite employment will always be a part of the workforce, having the skills and experience to learn and work in hybrid and online environments will expand potential employment opportunities for future graduates.
Pivotal pedagogy is defined by Betts, Delaney, Galoyan, and Lynch (2021) as follows, "Pedagogical practices that engage learners in educational experiences through instruction, active learning, assessment (e.g., formative, summative, etc.), and feedback building upon theory, research, and authentic contexts supporting comprehension, application, and transfer of learning seamlessly across learning formats (e.g., in-class/onsite, blended, online) in alignment with learner needs and learning outcomes. (p. 31) This definition brings attention to the importance of building upon theory, research, and authentic contexts to support transfer of learning. Shared below are three outstanding open-access resources that provide evidence-based practices that can be used by educators to support teaching and learning across formats.
The University of Arizona
The Learning to Learn (L2L) Series, which falls under Academic Affairs at the University of Arizona, includes six strategies that support learning. Each strategy builds upon theory and research as shared in Figure 1. You can click on links on the L2L site to “explore” each strategy and access definition of terms, videos, and application examples across different contexts. Additionally, there is a Strategy Toolkit for Instructors with videos, a blog, PPT slides, and additional resources.
RetrievalPractice.org is an educational hub that provides research, resources, and strategies that build upon the science of learning. They provide six practice guides that can be downloaded which span K-12 and higher education as shared in Figure 2. These resources are also available in Spanish, Portuguese, Dutch, and Mandarin. RetrievalPractice.org also offers Weekly Teaching Tips that you can subscribe to that provides strategies and resources to support teaching and learning.
The Learning Scientists
The Learning Scientists include cognitive scientists who provide scientific research and resources for educators that build upon the science of learning. The Learning Scientists provide six strategies to support instruction and transfer of learning as shared in Figure 3. You can click on each strategy to access posters, PPT slides, bookmarks, videos, and blogs related to each of the six strategies. You can also subscribe to receive new blogs and podcast episodes.
Educators are encouraged to explore the extensive resources available online that support teaching and learning from PK-12 through higher education. The knowledge, skills, and experience gained by students within the classroom across course formats, support critical lifelong skills needed in the global workforce.
In designing new courses, revising current ones, or pivoting across formats, the question to ask is: What’s in your course? Learn more about how INTERACT123 can support your work with pivotal pedagogy and evidence-based practices. Dr. Kristen Betts