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“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
““Authenticity”Authenticity”A support for students in e-A support for students in e-
learninglearning
Supporting Students in e-LearningSupporting Students in e-LearningInternational Conference
Universita Roma 3
Ray Coughlan, Ray Coughlan, HeadHead
Department of Education Development (DEIS ), Department of Education Development (DEIS ), Cork Institute of TechnologyCork Institute of Technology
24th September, 2004
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
PresentationPresentation
Higher Education and the Workplace
Authenticity
Assessment
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
DEIS DepartmentDEIS Department Department of Education DevelopmentDepartment 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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Cork Institute of TechnologyCork 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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
IssuesIssues
•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.
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
The PAL ProcessThe PAL ProcessPartnership for Accreditation & LearningPartnership 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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
The Vertical SandwichThe Vertical Sandwich
Educational Institution(Theory & Practical)
Educational Institution(Theory & Practical)
Work Placement(Application)
Figure 1 Traditional/Horizontal
Life/workActivity
Figure 2 Vertical
Learning resources,support
Learning resources, support
Life/workActivity
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
PAL ProgrammesPAL Programmes
First-line Managers in Chemical
Pharmaceutical Sector
Community Leaders
Medical Herbalists
Community Health Educators/workers
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Learning and WorkLearning 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)
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
HE and the WorkplaceHE 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)
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
The educational environmentThe 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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Learning ProgressionLearning Progression
Competence CreativityCapability
(Barnett 1994)
Pedagogy HeutagogyAndragogy
Teacher
centred
Principles of adult learning
Self-determined
learning
(Hase & Keynon 2000)
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
The ‘learned’ workerThe ‘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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Authentic Tasks - Authentic Tasks - CharacteristicsCharacteristics
• 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)
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
The A-G ContinuumThe A-G Continuum
Authenticity
(Der-Thanq, Hung 2002)
Generalisability
Abstraction
Transfer of situated knowledge
Contextualisation
Application of abstract principles
Pedagogical design relates to movement along the A-G continuum into thelearners zone of ‘proximal development’ (Vygotsky 1981).
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Learner Support as Learner Support as ScaffoldingScaffolding
From G to A• Movement towards real-world• Increasing number of variables• Less defined scenarios• Increasing noise• More collaboration demanded• Less direct support
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
A ‘Systems’ View A ‘Systems’ View
Learning Goal
Assessment
Learning Outcomes
Learner
Actions
Environment
Feedback
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Scaffolding and FeedbackScaffolding 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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Assessment and FeedbackAssessment 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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Learning DesignLearning 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
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
a ‘systems approach’a ‘systems approach’
Learning Goal
Assessment
Learning Outcomes
Learner
Actions
Environment
Feedback
Idealised learning process
Comparison
“Supporting students in E-learning: Authenticity: Asupport for students in e-learningSupporting students in E-learning: Authenticity: Asupport for students in e-learning”. Roma 3, 2004
Assessment - PortfolioAssessment - 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