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“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.

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slide1

“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

presentation
Presentation

Higher Education and the Workplace

Authenticity

Assessment

deis department department of education development
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

cork institute of technology
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
issues
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.
the pal process partnership for accreditation learning
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
the vertical sandwich

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

pal programmes
PAL Programmes

First-line Managers in Chemical

Pharmaceutical Sector

Community Leaders

Medical Herbalists

Community Health Educators/workers

learning and work
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)

he and the workplace
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)

the educational environment
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

learning progression

Competence

Creativity

Capability

(Barnett 1994)

Self-determined

learning

Principles

of adult learning

Teacher

centred

Andragogy

Pedagogy

Heutagogy

Learning Progression

(Hase & Keynon 2000)

the learned worker
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
authentic tasks characteristics
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)

the a g continuum
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).

learner support as scaffolding
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
a systems view
A ‘Systems’ View

Learner

Environment

Learning Goal

Actions

Learning Outcomes

Feedback

Assessment

scaffolding and feedback
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
assessment and feedback
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
learning design
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
a systems approach
a ‘systems approach’

Learner

Environment

Learning Goal

Actions

Learning Outcomes

Feedback

Assessment

Comparison

Idealised learning process

assessment portfolio
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