Peter Serdyukov

Bio: Peter Serdyukov is an academic researcher. The author has contributed to research in topics: Educational technology & Originality. The author has an hindex of 1, co-authored 1 publications receiving 284 citations.

Innovation in education: what works, what doesn’t, and what to do about it?

Abstract: Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

Challenging Formalization in Education and Beyond

Abstract: Challenging Formalization in Education and Beyond addresses the effects of today’s attempts to organize knowledge, processes, and performance in education, particularly in its ever-growing digital environments. As on-site, blended, and fully online learning become deeply interdependent, secondary and higher education managers and instructors who seek to integrate, apply, and teach within these formats using standardized rules, assessments, algorithms, and accountability structures may be doing unintended harm to their students. Focusing on students’ performance, health, cognition, behavior, and learning outcomes, this book analyses how current trends, methods, and policies in formalization can be challenged and corrected to ensure high-quality education. Scholars, educators, administrators, and designers of traditional, asynchronous, precision, automated, and micro-learning formats will come away with new insights and pragmatic solutions for engaging students in more active, participatory, and creative activities.

Impact of information technology innovation on firm performance in Kenya

Abstract: Information communication technology (ICT) is driving modern employment creation with networking sites enabling people to interact through innovation. However, ICT uptake and implementation differ ...

Escape Rooms for Learning: A Systematic Review

Abstract: Following the recent shift from traditional didactic classroom models to the adoption of active learning approaches, escape rooms and breakout games are increasingly being used in academia as a method for experiential, peer-group, game-based learning. Although they have the potential to enable new forms of teaching and transform the learning experience, escape rooms are a relatively new concept and there is not a substantial amount of work exploring their tendencies, affordances, and challenges on education. This paper addresses the lack of empirical evidence on the impact of escape rooms on educational settings by presenting a systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between 2009 and April 2019. To analyse and critically appraise the current state of knowledge and practice in educational escape rooms, it considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results. The systematic review also highlights the advantages and challenges of these new learning activities, as well as their positive impact on student motivation and soft skills development. The analysis indicates that educational escape rooms can provide an enjoyable experience that immerses students as active participants in the learning environment. Additionally, they give learners the opportunity to engage in an activity that rewards teamwork, creativity, decision-making, leadership, communication, and critical thinking. Although instructional design for educational escape rooms is complex and time consuming, once the game has been developed it can be further applied in successive years. The results of this work aim to lay the groundwork for educators and other stakeholders by offering new insights with effective advice and recommendations for the successful incorporation of escape rooms into their teaching strategies.

Teacher Written Corrective Feedback: Less Is More.

Abstract: In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers.