Authentic Learning
History Talks is an authentic learning project created to demonstrate how technology can be used in the classroom as cognitive tools to support student learning and engagement.
Herrington (2006) and Lombardi (2007) agree when learners are immersed and engaged in authentic learning environments they are exposed to the complexities of ill-defined real-world problems that provide opportunities for students to learn and practice these important “portable skills”. The more students are exposed to authentic communities of learning the better prepared they will be to deal with “the messiness of real-life decision making” (Lombardi, 2007, p. 3) required in our rapidly changing global economy. The increasing availability of new technologies provides the opportunity for educators to offer students a more authentic learning experience (Lombardi, 2007) but if educators ignore the potential of the Internet and affordances of new technologies (Reeves, Herrington & Oliver, 2002) they will fail to meet the needs of 21st century learners.
How the principles of authentic learning are applied in this project:
- Authentic context: Students take on the role of a Historian and investigate aspects of life in Ancient Rome to educate others about their subject area.
- Authentic tasks: The task provides the opportunity for students to experience what it is like to be an Historian. They will research and synthesise information in order to create a presentation to explain to their peers what life was like in Ancient Rome.
- Expert performances: Students have access to a variety of resources created by experts in the field. E.G., 3D interactive panoramas: The Roman Colosseum
- Multiple perspectives: Students are encouraged to source information from multiple sources in order to gain a variety of perspective about what life was like in Ancient Rome
- Collaboration: Students work in groups of 3 or 4 to complete the task.
- Articulation: Students share their knowledge and ideas with their peers in their work groups. Whole class activities (e.g. 3D Panorama) encourage students to articulate their understanding and share their knowledge with their peers on an ongoing basis throughout the project. Students produce a PowerPoint to articulate their understanding of the topic.
- Reflection: No formal reflection activity, However, students should be encouraged to reflect on the information they read and share their understanding with their peers.
- Coaching and scaffolding: Scaffolding documents are provided to ensure students address all required areas for this task. Teacher assistance when groups are stuck or unsure where to go next.
- Authentic assessment: Assessment is integrated as the final finished PowerPoint presentation is the product assessed by the teacher. Students also receive peer feedback about their presentations.
Technology as cognitive tools
Cognitive tools refer to learning with technology (as opposed to learning through technology) (Edutech Wiki, 2013). To complete this project students are required to use technology to research information on the Internet and to create their PowerPoint presentations. The focus is on students using technology as cognitive tools to assist their learning and present their understanding about their specific area of life in Ancient Rome rather than teachers using technology as passive information delivery tools.
Cognitive tools refer to learning with technology (as opposed to learning through technology) (Edutech Wiki, 2013). To complete this project students are required to use technology to research information on the Internet and to create their PowerPoint presentations. The focus is on students using technology as cognitive tools to assist their learning and present their understanding about their specific area of life in Ancient Rome rather than teachers using technology as passive information delivery tools.
References
Edutech Wiki. (2013). Cognitive tools. Retrieved from: http://edutechwiki.unige.ch/en/Cognitive_tool
Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 3164-3173). Chesapeake, VA: AACE.
Lombardi, M. M. (2007). Authentic learning for the 21st Century: An overview. ELI White Papers, EDUCAUSE Learning Initiative.
Reeves, T., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Paper presented at the Research and Development in Higher Education: Quality conversations: 25th HERDSA Annual Conference, Perth Western Australia.
Edutech Wiki. (2013). Cognitive tools. Retrieved from: http://edutechwiki.unige.ch/en/Cognitive_tool
Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 3164-3173). Chesapeake, VA: AACE.
Lombardi, M. M. (2007). Authentic learning for the 21st Century: An overview. ELI White Papers, EDUCAUSE Learning Initiative.
Reeves, T., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Paper presented at the Research and Development in Higher Education: Quality conversations: 25th HERDSA Annual Conference, Perth Western Australia.