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AUTHENTIC SMART LEARNING
  ANDREW MIDDLETON SFHEA
EXAMINING THE POTENTIAL FOR
       POST-COMPULSORY SMART LEARNING

•   Using an authentic learning
    framework* to challenge our
    thinking

•   Principle: smart devices create
    a new and different learning
    environment therefore we are
    looking for what we can do
    differently

*Based on: Herrington, J. (2006). Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at:
http://researchrepository.murdoch.edu.au/5247
AN AUTHENTIC CONTEXT
THAT REFLECTS THE WAY THE KNOWLEDGE WILL BE USED IN REAL LIFE




How can smart devices help the academic
change the way students engage in learning?
When designing activities rethink,
•Who is involved - who is doing what, with
whom and for whom
•Where    they are or where they are going
•Why-   situation, activity, problem
•What   - process, purpose, impact, benefit
•How    is this done - in the real world, safely,
in a simpler way, in a different way, in part,....
AUTHENTIC ACTIVITIES

How can smart devices help the learner to
think about
•Preparing     for action
•Feedback      informing action
•Parts   of a task
•A   series of activities
•Feedback      on activities
•Recording     and reflecting in and on
activities
•Sharing     the outcomes of activities
ACCESS TO
EXPERT PERFORMANCES AND THE
MODELLING OF PROCESSES


How can smart devices help the
learner to,
•Observe   process
•Follow   a process
•Analyse   or critique a process
•Compare   approaches (their own
and/or others)
•Improve    a process
MULTIPLE ROLES AND PERSPECTIVES

How can smart devices help the learner to think
about different factors or approaches,
•Needs/interests     - reasons for contributing
•Options    - planning, modelling, reflecting on,
comparing
•Social - ways of working together,
contributing, sharing
•Critical (inter-) dependencies -
relationships and paths through a task
•Benefits   - time, money, learning, knowledge
•Outcomes      - intended and designed, or
unexpected
COLLABORATIVE CONSTRUCTION OF
KNOWLEDGE


How can smart devices create,
•   An alternative learning space
•   A complimentary learning space
•   Storage space
•   Communication channels
•   Reference space
•   Test space
•   Access
REFLECTION


How can smart devices support learner
reflection,

•On   practice - after the event

•Inpractice - alone or with others for
continuous improvement

•As  practice - scholarship, evidence
informed, meta-engagement, self-
regulation, fostering independence
ARTICULATION
How can smart devices support learner
performance,
•Speaking  - clearly, succinctly, usefully, or for
note making
•Writing  - academic or professional, or note
making or drafting
•Recording    - 'gathering' ideas, information and
data
•Presenting   - rehearsing, producing, delivering,
collating
•Reporting    - structuring, summarising
•Listening   - following, information,
COACHING AND SCAFFOLDING



How can smart devices support the learner
or group by,
•Providing   'just-in-time' information and
guidance
•Capturing     and managing data
•Connecting
AUTHENTIC ASSESSMENT



How can smart devices support the learner
or group to,
•Carry   out a task
•Draw    upon, involve or change 'real life'
•Use  knowledge that is constructed or
applied rather than recalled or recognised
•Act   as a central character
•Directly   use or produce evidence

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Smart learning

  • 1. AUTHENTIC SMART LEARNING ANDREW MIDDLETON SFHEA
  • 2. EXAMINING THE POTENTIAL FOR POST-COMPULSORY SMART LEARNING • Using an authentic learning framework* to challenge our thinking • Principle: smart devices create a new and different learning environment therefore we are looking for what we can do differently *Based on: Herrington, J. (2006). Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247
  • 3. AN AUTHENTIC CONTEXT THAT REFLECTS THE WAY THE KNOWLEDGE WILL BE USED IN REAL LIFE How can smart devices help the academic change the way students engage in learning? When designing activities rethink, •Who is involved - who is doing what, with whom and for whom •Where they are or where they are going •Why- situation, activity, problem •What - process, purpose, impact, benefit •How is this done - in the real world, safely, in a simpler way, in a different way, in part,....
  • 4. AUTHENTIC ACTIVITIES How can smart devices help the learner to think about •Preparing for action •Feedback informing action •Parts of a task •A series of activities •Feedback on activities •Recording and reflecting in and on activities •Sharing the outcomes of activities
  • 5. ACCESS TO EXPERT PERFORMANCES AND THE MODELLING OF PROCESSES How can smart devices help the learner to, •Observe process •Follow a process •Analyse or critique a process •Compare approaches (their own and/or others) •Improve a process
  • 6. MULTIPLE ROLES AND PERSPECTIVES How can smart devices help the learner to think about different factors or approaches, •Needs/interests - reasons for contributing •Options - planning, modelling, reflecting on, comparing •Social - ways of working together, contributing, sharing •Critical (inter-) dependencies - relationships and paths through a task •Benefits - time, money, learning, knowledge •Outcomes - intended and designed, or unexpected
  • 7. COLLABORATIVE CONSTRUCTION OF KNOWLEDGE How can smart devices create, • An alternative learning space • A complimentary learning space • Storage space • Communication channels • Reference space • Test space • Access
  • 8. REFLECTION How can smart devices support learner reflection, •On practice - after the event •Inpractice - alone or with others for continuous improvement •As practice - scholarship, evidence informed, meta-engagement, self- regulation, fostering independence
  • 9. ARTICULATION How can smart devices support learner performance, •Speaking - clearly, succinctly, usefully, or for note making •Writing - academic or professional, or note making or drafting •Recording - 'gathering' ideas, information and data •Presenting - rehearsing, producing, delivering, collating •Reporting - structuring, summarising •Listening - following, information,
  • 10. COACHING AND SCAFFOLDING How can smart devices support the learner or group by, •Providing 'just-in-time' information and guidance •Capturing and managing data •Connecting
  • 11. AUTHENTIC ASSESSMENT How can smart devices support the learner or group to, •Carry out a task •Draw upon, involve or change 'real life' •Use knowledge that is constructed or applied rather than recalled or recognised •Act as a central character •Directly use or produce evidence

Notes de l'éditeur

  1. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  2. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  3. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  4. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  5. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  6. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  7. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  8. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  9. An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.