Context/ Curriculum Studies of Society and Environment | What it looks like? New Pedagogy Herrington, J; Reeves, T.C; Oliver, R. (2009) Nine Principles of Effective e-Learning. | What it doesn’t look like? Old Pedagogy |
KLA: Studies of Society and Understanding K & U: Time, continuity and change Changes and continuities are represented by events and people’s contributions, and are viewed differently by different people. | 1. Authentic Contexts that reflect the way knowledge will be used in real life. | Non authentic context, information is not linked to real life and students can’t or won’t see the link between what they learn in the classroom and how and where it can be applied to real life. Learning is decontextualised, fixed, and academic. |
2. Authentic Tasks · Have real world relevance. · Are ill defined, complex tasks. Investigated over time using variety of resources. · Opportunity to examine task from different perspectives. · Opportunity to collaborate, reflect, and lead beyond domain-specific outcomes. · Will be seamlessly integrated with assessment and across different subject areas. · Create polished products valuable in their own right. · Allow competing solutions and diversity of outcome. | Non authentic tasks. Information is presented in an oversimplified and thematic way. Tasks are presented as small steps to be taught and learnt not as an overarching complex problem. Tasks are specific with no scope for different solutions. One question and one answer. One perspective is presented. Diversity is not encouraged. Students work quickly on one task for minutes or hours not over weeks. Tasks only suited to one discipline or KLA. | |
3. Access to expert performance and modelling of process | Wed used only to search and not research. Students not encouraged to access information from a variety of sources, experts, or other students and educators. | |
4. Provide multiple roles and perspectives | Only single roles and points of view are presented. | |
5. Support Collaborative Construction of Knowledge. (Peer mentoring and coaching) | Students work on their own to solve problems. Interaction is not encouraged. The students’ role is only of a learner and the teacher is the only one who knows all the answers. Students are discouraged from helping one another. | |
6. Opportunity for reflection. | Students not encouraged to reflect on what they have learned, how they can use the information, or how it can be applied outside of classroom. Students not encouraged to think about the task after it has been ‘completed’. | |
7. Opportunity for articulation | Student not encouraged to present or defend their argument. | |
8. Provide coaching and scaffolding by teacher (thinking routines etc and teacher as a co-learner) | Teacher’s role is to instruct and teach and know all the answers. Chalk and talk only. Students are given step by step instructions and are not encouraged to discover how to complete the task themselves. | |
9. Provide authentic assessment of learning within tasks | Grades given for individual effort not group effort. Assessment is seen as a standalone task performed at the very end of the learning task. One single assessment is done at the end of the task. | |
All of this needs to be aligned with: · Goals/Objectives · Content · Instructional design (Pedagogy) · Learner tasks (authentic) · Instructor roles (teacher as co-learner) · Student roles (collaboration/peer mentoring) · Technological roles (real world data etc) · Assessment – all four domains cognitive, affective, psychomotor and most importantly conative! | ||
Consider Engagement Factors · Task ownership, suspension of disbelief · Perseverance leading to metacognition and reflection | ||
Consider Instruction Factors – Timeliness · relevance and quality of scaffolding · relevance and quality of feedback | ||
Consider Outcome Factors · Knowledge and skills · Mental models – the structures we use to understand systems and solve problems · Higher order outcomes = lifelong learning. |
References
Herrington, J; Reeves, T.C; Oliver, R. Dec 07, 2009) A Guide to Authentic e-Learning Routledge, Hoboken, ISBN: 9780203864265. Retrieved from CQUniversity Course Resources Online, EDED20491 http://library.cqu.edu.au/cgi-bin/chameleon?&search=KEYWORD&function=INITREQelementcount=3&sessionid=
No comments:
Post a Comment