Designing an authentic blend:
Development of a real-life learning environment for higher education
Tara Smith &
Jenni Parker
Introduction
….. in the 21st century world, content is so abundant as to make it a poor foundation on which to base an educational system; rather, context and meaning are the scarce but relevant commodities today. (McCombs & Vakili 2005, p. 1582).
21st century workplace A more student-centred learning approach that
includes pedagogical techniques such as online collaboration, case-based learning and problem based learning(Kim & Bonk, 2006)will better preparegraduatinguniversity studentsfor the twentyfirst century workplace
I cannot teach
anybody anything, I can only
make them think
- Socrates
Authentic Learning
Authentic tasks that encourage and support student engagement and immersion in a cognitive real environment can facilitate self-directed and independent learning(Herrington, 2006),
New Technologies• are transforming every
aspect of work• routine everyday tools
in modern workplaces• opportunity to create
engaging learning experiences that replicate realistic workplace situations enabling better support for student transition to the workplace
70% of tertiary
students(20-24)
are trying to combine part or full
time job& study
(ABS, 2008)
Blended Learning
According to the research blended learning environments should incorporate four key learning principles: – Relevance, – Authenticity– Interaction & – Reflection
This Study
The aim of this study is to investigate the effectiveness of an authentic learning framework supported by new technologies for the design and implementation of a blended learning.
Partial educational
design research approach
(like action research)
iterative process
Research Questions
Elements of authentic learning?
- task engagement- collaborative learning
Elements of authentic tasks? – self directed learning
- portable skills- workplace ready
Authentic blended learning
model sustainable?
On-campus Off-campus
On Campus Off Campus
Authentic blended environment
Unit Design
Assign Task Unit Learning ObjectivesAssignment 1: IndividualDue week 4 – 20%Job Application & ePortfolio
Compare and contrast the major learning theories.Justify the need for and importance of, learning and development to support the achievement of organisational goals.
Assignment 2: IndividualDue week 8 – 30%Training Session & ePortfolio
Plan and evaluate a training session for a specified learning need.
Assignment 3: Due week 12 or 13 – 50%Training Program (pairs) & ePortfolio (individual)
Produce a training manual based on relevant and appropriate learning design principles.Conduct a planned training session for a specified learning need.
Herrington , Reeves & Oliver (2010) authentic learning framework
Learning & Assessment Tasks
• Tasks based on real work situations
• Sufficiently complex to ensure students utilised all concepts covered in the unit
• Produce a quality solution that would be acceptable in the workplace.
Herrington, Reeves & Oliver
(2010) elements of
authentic tasks
Teachers open the door, but you must enter by yourself
- Chinese proverb
Unit Implementation
• Blended course enabled students to vary participation between on campus seminars and online learning
• Some weeks on-campus workshop replaced with an online students activities
quantitative
Unit Evaluation Data will be collected from multiple sources
to develop a detailed understanding of the student the experience.
Skype chat
Teacher reflections
qualitative
Discussion forums
Focus Group
Online Survey
Blogs
Unit evaluation
LMS reports
artefacts
eportfolios
Initial FindingsAuthentic tasks enabled;• Acquisition of valuable skills for workplace• Apply learning to the ‘real world’• Master technology related skillsBlended Learning• Interaction online• Peer reviews• On campus students - Self Directed enough?Authentic Blend Sustainable?• Time required not recognised under existing workload
model
ConclusionAn authentic blended learning environment:• Real-life experiences for higher ed students• Flexible learning options• Authentic assessments• Interactive, engaging and student centeredChallenges:• Students used to teacher-centered classrooms• Diverse student cohort• Sustainable model for widespread use
References
Smith, T., & Parker, J. (2011). Designing an authentic blend: Development of a ‘real-life’ learning environment for higher education. In: Teaching and Learning Forum, Murdoch University, Perth
Images: Langwitches flickr sets : http://www.flickr.com/photos/langwitches/sets/