This document discusses using technologies for authentic learning. It defines authentic learning as learning situated in real-world contexts involving authentic activities similar to problems students will face professionally. Key aspects of authentic learning include authentic contexts, activities, access to expert performances, multiple perspectives, collaboration, reflection, articulation to an audience, coaching, and authentic assessment. The document provides examples of how authentic learning has been applied and its benefits, such as developing portable skills and motivating students. It also discusses challenges in education today and trends pointing toward more authentic learning approaches.
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Using technologies for authentic learning
1. Teaching skills: How to develop and keep
the momentum going
Using technologies for authentic learning
Daniela Gachago, Educational Technology Unit, Fundani
Veronica Barnes, Industrial Design, Faculty of Informatics and Design
Cape Peninsula University of Technology
2. What is your biggest
challenge when it
comes to your
students’ learning?
-> discuss with the person next to you (BUZZ)
4. New generation of students…
• My computer is the nucleus of my workspace
• When I need information I go online
• Besides IM or email my cell phone is my primary method of
communication
• I’m usually juggling five things at once
• My attention span is very small
• I want instant gratification
• I get bored very easily Oblinger 2008
5. Lack of class participation
Lack of student engagement
Under-preparedness
Linking
theory and
practice
Graduate attributes / 21st century skills?
How to make learning relevant?????
20. Authentic learning
• Main authors: Jan and
Anthony
Herrington, Christopher
Reeves
• Origins: University of
Wollongong, Australia
• Critique for current HE
– prevalence of academic, de-
contextualised exercises, that
make it difficult for students to
transfer the knowledge from
formal education into their
future workplace
21. Authentic learning
• Learning where students are situated in
authentic learning contexts and where they
are exposed to learning activities that are as
close as possible to problems they will
encounter in their real world professional
context
• ‘centred on rich, real-world, immersive and
engaging tasks’ (Herrington & Herrington,
2006: x)
22. Authentic learning dimensions
1. Authentic contexts
2. Authentic activities
3. Access to expert performances
4. Multiple roles and perspectives
5. Collaboration
6. Opportunities for reflection
7. Opportunities for articulation – authentic
audience
8. Coaching and scaffolding
9. Authentic assessment
Herrington and Herrington 2006
23. Lecturer: “The best thing a film where two students had gone to
Newlands Forest: they literally walked until they found the burr
to film. Previously you would get a diagram and later you could
show students a burr and ask them what that is and they
wouldn’t know…because the disconnect between the diagram
and the actual thing was huge... but for this project they actually
went out into a forest and found one on a tree ... they will never
forget what that is.”
Student B: “Actually researching it ourselves
and then almost going through the process
physically you learn a lot better sometimes
especially the way people learn differently -
sometimes you learn better like that and
actually physically understanding what a
season is for example as opposed to you
writing up an essay about that. ”
24. Student A : “The whole time in the production of the
movie you will have the idea that the whole class is going
to see it so it’s from a different perspective than say
you’re writing an essay just for one lecture… so you’re
much more involved and intrigued and I think that's what
makes it fun and to have the response of the class
afterwards.”
Student B: “I just wanted to say is something that I think
you have the audience in mind throughout the production
which made it a little bit different than your essay”
25. Development of portable skills
• The judgment to distinguish reliable from
unreliable information
• The patience to follow longer arguments
• The synthetic ability to recognize relevant
patterns in unfamiliar contexts
• The flexibility to work across disciplinary and
cultural boundaries to generate innovative
solutions
Lombardi and Oblinger 2007
26. 2011 CPUT graduate attributes
• Our students should be
1. Technologically adept both in the ability to use
technology and in the capacity to apply knowledge in
real life issues
2. Eminently employable because they have a solid
disciplinary knowledge base and the capabilities to apply
this knowledge
3. Socially responsive in the sense that they should be
aware of the important social issues in SA and be able to
apply their knowledge and skills to address social needs
4. Innovative in their thinking and actions
5. Environmentally conscious.
27. • Educational researchers have found that students
involved in authentic learning are motivated to
persevere despite initial disorientation or frustration,
as long as the exercise simulates what really counts—
the social structure and culture that gives the discipline
its meaning and relevance. The learning event
essentially encourages students to compare their
personal interests with those of a working disciplinary
community: “Can I see myself becoming a member of
this culture? What would motivate me? What would
concern me? How would I work with the people
around me? How would I make a difference?”
Lombardi and Oblinger 2007, 4
32. References
• Herrington, T., & Herrington, J. (2006). Authentic learning
environments in Higher Education. Hershey PA: Information Science
Publishing.
• Johnson, L. (2012). NMC Horizon Project Preview 2012 Higher
Education Edition. Higher Education. Retrieved from
http://www.nmc.org/publications/horizon-report-2012-higher-ed-
edition
• Lombardi, M. M., & Oblinger, D. G. (2007). Authentic Learning for
the 21st Century: An Overview. EducauseLearningInitiative.
Retrieved from http://net.educause.edu/ir/library/pdf/ELI3009.pdf
• Oblinger, D. G. (2008). Emerging technologies for learning: Growing
up with Google, What it means to education. I Can (Vol. 3).
Retrieved from
http://hcvs.wikispaces.com/file/view/Growing+Up+With+Google.p
df
Hinweis der Redaktion
Radical change Is needed in the design and delivery of teaching if HEIs are to be ‘fit for purpose’ for the 21st Century (Bates & Sangra, 2011:4)‘Recognizing the fact that learning is a lifelong process that occurs naturally outside of the classroom, designers are advised to designopportunities for activities that allow learners to engage with course-related topics outside of the classroom. Such activities should occur in open-ended learning environments that allow for learner flexibility, self-direction, and student-centered control of learning (Land & Hannafin,1996), to accommodate learner interests. For instance, introducing learners to communities of practice should be an integral part of higher education curricula’. Veletsianos, 2011)‘transformative learning experiences cannot be “imposed” on learners. Parrish and Wilson (this issue) make a similar argument when they claim that “deeper forms of learning can’t just be made to happen; they are invited, and encouraged, and facilitated. Experience, after all is largely a subjective thing – it’s how real people encounter their worlds, not how they should respond or what the materials are meant to do to them.” This paper is grounded on a similar premise, as technology has been described as an agent of change, as a way to provideopportunities for transformation while sculpting pedagogical practice. Second, since it is not possible to construct transformative experiences but, to provide opportunities for transformation, these learning experiences are bound to encompass unknown outcomes. In other words, the outcomes associated with these opportunities may or may not be transformational. Consequently, the outcomes of opportunities for transformation do not lend themselves well to being evaluated using pre-defined objectives. An added complexity relates to the definition of the term transformation as a personally fulfilling and meaningful outcome. If transformation is a personalized, it is difficult to assess it based on pre-established guidelines. Indeed, individualized assessment may be the only meaningful approach available to evaluate transformative learning.’ (Velestianos,2011)
Parry, W., “School orders students to remove blogs”. USA Today, 26/10/2005. Downloaded from: http://www.usatoday.com/tech/news/techpolicy/2005-10-26-school-bans-blogs_x.htmThe over-adoption of tools can lead to what has been termed ‘creepy tree house’ syndrome (Stein 2008) when authority is seen to try and invade a young person's social space. There is strong resistance from students to universities and lecturers making formal use of social networks as this is seen as an invasion of their social space (e.g. Madge 2009). When parents and professors start inhabiting these spaces it creates a role conflict (Selwyn 2009) for students, as they struggle to know which face to present and find their communication stifled. These tools may have significant potential for learning, but students don't want them to become the next LMS: organisationally controlled, bland and singular in focus (i.e. teaching). For the teaching function of scholarship then the question is ‘How can educators utilise the potential of these tools without destroying what makes them valuable to students?’ Weller,2011: