Authentic eLearning: What, Why and How?
2 likes730 views
Authentic e-learning involves realistic tasks that mimic real-world problems to challenge students. It uses case studies, learning by doing, projects, simulations, and inquiry-based learning. Authentic e-learning is used because information is readily available, learning can occur anywhere, and collaboration is important for work. General skills taught through authentic e-learning include information literacy, communication, reflection, problem-solving, creativity, critical thinking, and more. These skills are acquired when the learning environment and methods support their development through authentic contexts, tasks, access to expertise, multiple perspectives, collaborative knowledge construction, reflection, articulation, scaffolding and coaching, and authentic assessment. Potential challenges include dealing with complexity, finding the right structure
Authentic eLearning: What, Why and How?
- 1. Image: Bailey & Muppet Hanna Teräs Authentic e-Learning University of Wollongong What, why and how? April 11 2013 Thursday, April 11, 13
- 2. Q1: What is authentic e-learning? image: neilalderney123 Thursday, April 11, 13
- 3. Case studies Learning by doing Authentic learning Projects approaches Simulations Real-world problems Inquiry-based learning Thursday, April 11, 13
- 4. Realistic tasks set in academic settings to challenge students to think and solve problems the way professionals would do in the actual real world situation Herrington, Reeves & Oliver 2010 image: andercismo Thursday, April 11, 13
- 5. Q2: Why use authentic e-learning? image: neilalderney123 Thursday, April 11, 13
- 6. Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. Thursday, April 11, 13
- 7. Information, content and connections are readily available. The role of the teacher as a coach, guide and facilitator becomes ever more important. Image by boliston Thursday, April 11, 13
- 8. We expect to be able to learn, work and study wherever, whenever. Image by jakebouma Thursday, April 11, 13
- 9. The importance of collaboration in working life will only increase. This forces us to reconsider our learning tasks. Image: Dawn Willis Manser Thursday, April 11, 13
- 10. Information society: (Technical Research Centre of Finland) Producing, handling and transmitting information has a central role in economy. Knowledge society: Innovations, renewal, technological development and openness to new ideas are in key role. Thursday, April 11, 13
- 11. General skills in a knowledge society (to name a few) • Information literacy • Commitment to lifelong learning • Communication skills • Initiative and responsibility • Reflection • Intellectual curiosity • Solving complex problems • Multicultural competence • Creativity • Self-direction • Critical thinking • Leadership Eg. Reeves 2006, Ruohotie 2005, Trilling & Fadel 2009...) Thursday, April 11, 13
- 12. WHOA! Hold on a second... How can these be taught? Thursday, April 11, 13
- 13. They can’t. These are skills that are acquired when the learning environment and working methods support their Image: Matthew Stinson acquisition. Thursday, April 11, 13
- 14. Q3: How might I build such a learning environment? image: neilalderney123 Thursday, April 11, 13
- 15. Non-linear, beware of The chance to immediately oversimplification apply in one’s own work Provide the purpose and Recognition of one’s motivation to learning classroom as a learning environment Helping to cope with complexity Alongside work Image: Rain and shine Authentic context Thursday, April 11, 13
- 16. •Real-world relevance •Collaborative projects •Production instead of running for 3-6 months reproduction •Implementing in one’s own •Complex and ill-defined classroom •Completed over a longer •Supported by theory and period reflection Image: LEGO Worker Authentic tasks Thursday, April 11, 13
- 17. •Access to expert thinking •Various levels of expertise •Sharing of narratives •Distributed expertise •Learning from each other •Expertise from outside the program through social media Image: Capoeira Practice on Dili Beach Access to expert performance Thursday, April 11, 13
- 18. •Not just a single perspective such •Various open learning resources as textbook •Participants find resources •Freedom to express different points independently of view •Sharing and collaboration •Wide variety of learning resources throughout the course and materials •Learning in diverse teams Image: Assortment of theatre masks Multiple perspectives Thursday, April 11, 13
- 19. •Joint problem solving and social •Collaborative projects building on support the diverse expertise of the participants •Collaboration vs. cooperation •Team or pair learning instead of •Digital social narratives individual learning •The most rewarding, yet the most challenging element! •Encouraged through technology Image: P1000283 Collaborative knowledge construction Thursday, April 11, 13
- 20. •Reflection in and on action •Blogs for ongoing reflection •Opportunities to make choices •Reflecting on both theory and •Social reflection practice •Comparing ideas •Social reflection through blog commenting and discussion Image: Make up your mind! Reflection Thursday, April 11, 13
- 21. •Speaking and writing about one’s growing understanding •Presenting arguments, defending ideas •Blogs: writing to a real audience, not just the teacher •Awareness of one’s learning process Image: Blå Articulation Thursday, April 11, 13
- 22. •No “transmission of •Team facilitators knowledge” but facilitating the •Clear, weekly design in Moodle learning process •Newsletters •Peer scaffolding •Responsing to feedback •Adequate learning design Image: Coach Scaffolding and coaching Thursday, April 11, 13
- 23. •Seamless integration with task •Polished products •Multiple measures •Assessing the process and the product •Assessing collaborative tasks •Portfolio Authentic assessment Thursday, April 11, 13
- 24. Discussion & Conclusions Rewarding Boredom Discomfort Image: Balancing Act Thursday, April 11, 13
- 25. Dealing with complexity Structured and Overwhelming linear Image: life is just one big balancing act Discussion & Conclusions Thursday, April 11, 13
- 26. Scaffolding Abandoning Suffocating Image: Finding balance Discussion & Conclusions Thursday, April 11, 13
- 27. Image: Bodum Discussion: •How could I integrate some of these elements into my work? •What are the biggest potential obstacles on the way? Thursday, April 11, 13
- 28. More information: authenticlearning.info Thursday, April 11, 13
- 29. Thank you! hteras@uow.edu.au Thursday, April 11, 13