1 / 22

“Authenticity” A support for students in e-learning Supporting Students in e-Learning International Conference Universit

“Authenticity” A support for students in e-learning Supporting Students in e-Learning International Conference Universita Roma 3 Ray Coughlan, Head Department of Education Development (DEIS ), Cork Institute of Technology 24 th September, 2004. Presentation.

Jims
Download Presentation

“Authenticity” A support for students in e-learning Supporting Students in e-Learning International Conference Universit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. “Authenticity” A support for students in e-learning Supporting Students in e-Learning International Conference Universita Roma 3 Ray Coughlan, Head Department of Education Development (DEIS ), Cork Institute of Technology 24th September, 2004

  2. Presentation Higher Education and the Workplace Authenticity Assessment

  3. DEIS DepartmentDepartment of Education Development Mission: To innovate in education and training to make the provision more tuned to the need of a diverse range of client groups – particularly within the workplace. Research, Design, Pilot, Evaluate and Mainstream innovative programmes Recognition for Prior Learning e-learning policy/provision/support

  4. Cork Institute of Technology • Higher Education Institute • CIT - 17000 enrolments • 7000 full-time • Business, Engineering, Science, Engineering • Crawford College of Art & Design • Cork School of Music • National Maritime College of Ireland • Academic Staff - 1200

  5. Issues • responding to the needs of a knowledge based economy and society as determined by national government policy • acknowledging the increasing convergence of work and learning • developing accredited programmes which meet both academic and workplace standards • giving recognition to all forms of learning – from informal to formal • remaining firmly aligned to a constructivist approach to learning and to placing the learner at the centre of the process • going beyond the traditional forms of assessment • developing integrated learning environment using face to face, distance and e-learning approaches as appropriate • integrating the day-to-day working and living activities into the learning process • building learner supports and services which promote situated , work-based and exploratory learning.

  6. The PAL ProcessPartnership for Accreditation & Learning PAL The process by which an educational institution and the workplace can work in partnership to design, develop, deliver and support accredited programmes in the workplace • Needs • Competence, • Learning Outcomes • Levels, accreditation, progression • Accreditation • Delivery • Support • Assessment • Management • Evaluation/Review

  7. Learning resources, support Learning resources, support Educational Institution (Theory & Practical) Work Placement (Application) Educational Institution (Theory & Practical) Life/work Activity Life/work Activity Figure 2 Vertical The Vertical Sandwich Figure 1 Traditional/Horizontal

  8. PAL Programmes First-line Managers in Chemical Pharmaceutical Sector Community Leaders Medical Herbalists Community Health Educators/workers

  9. Learning and Work ‘Learning and Work are not synonymous Learning and Work are different concepts Learning and Work are overlapping concepts’ A world of complexity A world of supercomplexity and radical uncertainty ‘Learning cannot be a matter of self-indulgence’ (Barnett 1999)

  10. HE and the Workplace ‘Just as work can be demotivating, burdensome and sometimes threatening, so can learning – particularly if the learner is not supported through the process’ in both personal and resource terms. Such support frameworks are essential to overcome ‘the existential anxiety of learning’ (Hager, 1999)

  11. The educational environment The National Qualifications Authority of Ireland The National Framework of Qualifications • Access, progression, equity • 10 levels, foundation to doctoral • Standards expressed in generic level descriptors • Knowledge, know-how, competence Parity of esteem for all forms of learning

  12. Competence Creativity Capability (Barnett 1994) Self-determined learning Principles of adult learning Teacher centred Andragogy Pedagogy Heutagogy Learning Progression (Hase & Keynon 2000)

  13. The ‘learned’ worker • Able to engage productively and satisfyingly with the ‘real world’ of lived experience • Autonomy • Willing to explore the living space for new (and sometimes unpredictable) challenges confident in the capacity to deal with them

  14. Authentic Tasks - Characteristics • real world relevance • ill-definition • Task complexity and extension over time • different perspective and different resources • Collaboration • Reflection • Cross disciplinarity • Integration of activity and assessment • Production of relatively complete product • Multiplicity of competing solutions and outcomes (Herrington et al 2003)

  15. The A-G Continuum Abstraction Transfer of situated knowledge Authenticity Generalisability Contextualisation Application of abstract principles (Der-Thanq, Hung 2002) Pedagogical design relates to movement along the A-G continuum into the learners zone of ‘proximal development’ (Vygotsky 1981).

  16. Learner Support as Scaffolding From G to A • Movement towards real-world • Increasing number of variables • Less defined scenarios • Increasing noise • More collaboration demanded • Less direct support

  17. A ‘Systems’ View Learner Environment Learning Goal Actions Learning Outcomes Feedback Assessment

  18. Scaffolding and Feedback In the design of learner support systems key issues are • The degree of authenticity appropriate at a given time, at a given stage of learning for a given task • The level of current learning which prepares them for the given task - the zone of proximal learning

  19. Assessment and Feedback Authenticity • ‘real world proximity’ • a relative concept • Breaking distinction between learning and its assessment • Essential to both learning activity & in assessment • As important as validity, reliability, equity in assessment • Measured in representativeness and directness • A variable to be manipulated in learning process design

  20. Learning Design • Identify the level of authenticity of the learning to be achieved • Select the feedback/assessment method • Identify the proximal learning zone of the learning • Identify the supports required

  21. a ‘systems approach’ Learner Environment Learning Goal Actions Learning Outcomes Feedback Assessment Comparison Idealised learning process

  22. Assessment - Portfolio • Portfolio and credits • Portfolio and grades • Reflection • From competence to capability to creativity - Barnett (1994) • Criteria/guidelines/rubrics • Potential • Authenticity • Learning theories putting learner at the centre • Confidence, motivation • Academic and workplace standards • The ePortfolio

More Related