supporting students in e-learning: authenticity: asupport for students in e-learning “ supporting...

“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


PresentationPresentation

Higher Education and the Workplace

Authenticity

Assessment


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


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


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.


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


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


PAL ProgrammesPAL Programmes

First-line Managers in Chemical

Pharmaceutical Sector

Community Leaders

Medical Herbalists

Community Health Educators/workers


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)


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)


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


Learning ProgressionLearning Progression

Competence CreativityCapability

(Barnett 1994)

Pedagogy HeutagogyAndragogy

Teacher

centred

Principles of adult learning

Self-determined

learning

(Hase & Keynon 2000)


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


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)


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).


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


A ‘Systems’ View A ‘Systems’ View

Learning Goal

Assessment

Learning Outcomes

Learner

Actions

Environment

Feedback


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


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


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


a ‘systems approach’a ‘systems approach’

Learning Goal

Assessment

Learning Outcomes

Learner

Actions

Environment

Feedback

Idealised learning process

Comparison


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

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