A Reality Check- Taking Authentic e-Learning from design to implementation

Hanna Teräs | Marko Teräs | Jan Herrington

Image: ‘Good-bye, Grand Tetons.

Postgraduate certificate

3 semestersalongside work

25 participants

UAE

Social Media

Authentic e-Learning

Authentic e-Learning

Authentic tasks

Access to expert performances

Images starting from context: vgm8383, Bodum, Destiny’s Agent,Brian Hatchcock, Commons, Minette Layne, Robert Higgins,

James F Clay, clairity (Flickr)

Multiple perspectives

Authentic context

Collaborative knowledge

construction

ReflectionArticulationScaffoldingAuthentic assessment

Image: Eleaf

1.Identify successes and difficulties

2.Compare design with outcomes

3.Find guidelines for development

Survey

Categorization of answers (9 elements)

Identifying themes Successes vs challenges

Authentic context

The chance to immediately apply in one’s own work

Recognition of one’s classroom as a learning environment

Struggling with putting the program into a relevant context - different expectations.

Image: Rain and shine

Authentic tasks

Problem-solving is enjoyable Instructions / purpose of task remained unclear

Confusion with technology

Group issues

Image: LEGO Worker

Access to expert performance

Learning from colleagues

Access to expertise from outside

Image: Capoeira Practice on Dili Beach

Multiple perspectives

Appreciation of diversity

Collegial support and sharing of ideas

Having an authentic audience is enjoyable and improves one’s work

Blog commenting was scarce, remained shallow or did not initiate discussion.

Group dynamics

Image: Assortment of theatre masks

Collaborative knowledge construction

Collaboration is very rewarding when the team is functional.

Using social technologies supported collaboration.

Time constraints and not adhering to schedule cause frustration.

Communication difficulties, group dynamics and conflict.

The formation of learning community

Image: P1000283

Reflection

Using blogs for reflection enhanced learning (improved awareness of one’s learning process, enriched readings, encouraged critical thinking)

Lack of discussion discouraged blogging.

Image: Make up your mind!

Articulation

Articulating one’s growing understanding brought depth to learning.

Lack of articulation caused misunderstanding or conflict.

Image: Blå

Scaffolding and coaching

Sufficient and timely scaffolding.

Positive and supportive attitude.

Scaffolding was provided but it was insufficient.

Scaffolding was not available when needed.

Image: Coach

Authentic assessment

Assessment criteria remained unclear

Collaborative process was assessed

Discussion & Conclusions

Discussion & Conclusions

Easiness

DiscomfortImage: Balancing Act

Rewarding

Discussion & Conclusions

Structured Complex

Image: life is just one big balancing act

Discussion & Conclusions

Suffocation

Abandoning

Image: Finding balance

Thank you!Hanna Teräshanna.teras@tamk.fi

Marko Teräsmarko.teras@tamk.fi

Jan Herrintonj.herrington@murdoch.edu.au