Group items tagged

Authentic learning is a solid pedagogy approach, no matter the environment. However, two concepts of authentic learning that I feel can be particularly expanded on with the internet and etools are "hooks" and "experts". "Hooks" is what picques and keeps the student's interest and motivation in the activity. With the use of video, games, tools, etc., there are many more ways to do this. "Experts" is being able to bring in subject resources, which on the internet, makes accessibility easy. For my course framework activity, therefore, I expanded on the colon treatment options module. For a hook, I searched YouTube for "colon cancer comedy" videos. There were quite a few actually. I added as a introduction to the module one of these videos - two singing colon surgeons - on colon surgery. For experts, I added references to the National Institute of Health and American Cancer Society on treatment options and survival statistics. I also am having the students connect directly to true cancer experts - patients, caregivers, and survivors. This puts a "face" on the disease, as well as an experience to what it means to have colon cancer. The course framework activity: (https://docs.google.com/document/d/1HZKsjzymKk1Bn2gXDt1LOp5gqEsUvOqXE4m-72b8WYw/edit?hl=en#) In my online work experience as a math tutor, hooks are particularly important, as these students would not be in the program if they weren't already performing at a lower math level. Math is not a subject they enjoy. The automated lessons they take, often have "game" quizzes they take and can get immediate feedback on their answers. As an instructor, I try to utilize their life experiences. For example, I might ask them how old they are and then tell them how old I am. I then use these facts to construct subtraction and/or division questions.

This link is to my development of a learning activity that maps to a course learning objective for Module 7. The activity I've chosen to work on for this project is in response to one of the learning objectives for a class called Visual Storytelling (CMST 115) that I'm teaching for Bellevue College. The learning objective (or understanding) I'm addressing is a final project that has students demonstrate their ability to put into practice a selection of visual storytelling skills that were taught during the quarter. This activity was designed to make use of authentic learning principles, derived from the ideas of Marilyn Lombardi - which are available in complete form in her article, Authentic Learning for the 21st Century: an Overview.

Very impressive, Bruce! This assessment piece is definitely in line with Lombardi's ideas AND is a perfect showcase for student understanding of the objective you set forth. I imagine your students jumped at the challenge you presented them, producing outstanding work! You continue to inspire me with your thinking and creativity!

Thanks for your comments, Mary Ann. One of the big take aways I've gotten from our EDUC 251 class so far, is the idea of relinquishing progressive amounts of control throughout the quarter - so that students at the end are teaching part of the class and demonstrating their acquired skills in some kind of collaborative, hands-on project. I've been exploring this idea over the past few years as I've become more comfortable with my teaching - and both the Boettcher reading and Jennifer's course structure validate this approach. One of the more interesting recommendations for "authentic learning" is having ill-defined goals - meaning that students have to fill in gaps with their own solutions - derived from general or even vague instructions. This enhances creativity, innovative pathways, and problem solving. Cool idea!

This is one of Wesch's more popular presentations. Definitely worth a look!

I think a lot of times people are afraid of internet technologies, because they see the data they leave behind. Most people don't think twice about the data they leave every place else. (Grocery club cards, credit and debit cards, library cards.) The Numerati, by Steven Baker, is an interesting book about how our data are tracked and used.

I think credit cards have chips to track your purchases and maybe even your what-a-bouts! Not to mention my Safeway, Albertson's and etc...discount cards. I will have to locate that book on break.

I found this a interesting study of assessment.

Joy, Your posts are quite sobering, regarding your own experiences working towards completing your university education. I strongly agree with the following quote in your post: "In sum, it is time for educators to make college and higher learning relevant to their students. It is not about us, it is about them. We are the facilitators of their learning. We must prepare them for the world they will find themselves in when they leave the protected walls of our colleges and universities" I found the recent events in Cairo to be fascinating, where large numbers of people suddenly rose up against an authoritarian and out-of-touch government. This largely peaceful uprising was fueled by the same Web2.0 technologies that are underpinning this class. It's possible that many traditional schools will soon find themselves in a similar situation to the Egyptian government, where students pass them by in favor of lower cost and more relevant educational experiences - many of them available online. Bill Gates recently came under fire for making the statement that valid online college degrees may soon be available for $2000. He may have said this to exaggerate a point, but the evidence of a growing number of online low cost educational resources can't be ignored. One of them is the Khan Academy - run by an MIT graduate who has created a large free archive of mathematics courses that are used by students all over the world - many who claim they are better than their university courses. Colleges and universities ignore this development at their own peril. It's not clear yet how we'll make this transition to relevancy for students, but the next decade will be very interesting...

Thanks you for your comments Mary Ann...the bottom line reads, we may be killing off our aged population by sentencing them to give up and give in to old out-moded concepts!

Joy: I've been following your blog postings for some time now and have been meaning to let you know I always learn and find your postings valuable. Keep the information coming our way.

This is from last year, but it's got some important considerations in it. You've got to watch it until the end to get the full message, though.

The observation in this video is quite powerful. We have always been motivated by incentives, but the internet and technology has taken this to a new level. Small incentives can become big ones. We've always behaved this way - like coupons for food - a few cents makes a different buying decision. However, his discussion on how egames have become a major financial source for Facebook and the virtual world is replacing the "authentic" world shows how technology is transformational. The point - about how everything we do is being recorded and kept - and will this change how we behave is true.

This is related to some of our inquiry last week about open courses. ELI is an important conference. I hope you get a chance to check out some of the free sessions online. "Educating in the Open: Philosophies, Innovations, and Stories February 14-16, 2011 * Washington, D.C. or Online Free Conference Streaming SessionsJoin us for the ELI 2011 Annual Meeting "Educating in the Open: Philosophies, Innovations, and Stories," where we as a community will explore the theme of openness in Washington, D.C., February 14-16. If you can't attend in person, participate online. We'll explore the many meanings of "openness": open textbooks, open curriculum, open research, and open resources, as well as openness to new ideas. Today's technologies have transformed the way we interact and engage with the world around us. New devices, services, and effective practices have increased access to information while new policies and philosophies that explore openness have accelerated that change. The growth of social networks and virtual communities has transformed the learning environment into an interactive place to share and build content and community using collaborative systems. * What are the opportunities and the challenges associated with educating in the open? * How might our learners benefit from becoming producers and consumers in this environment? * How can we, as a community of teaching and learning professionals, collaborate more openly? * What evidence do we have that the trend toward openness is having the impact we hope for? Through a highly interactive and engaging program, we'll also examine the value of cross-campus collaboration in the creation of new learning environments and explore strategies to develop campus environments built on engagement, collaboration, authenticity, and co-creation."

I goofed on this posting. This video is an example of a tech application called Flipshare which can be installed for FREE with your purchase of a Flip video. I have always wanted to create an authentic learning activitiy with middle school-age students about "self-identity" where they would write the story, script, acting, video editing, using the Flipshare tech application.

Flip is an amazingly easy product to use to capture video. A great idea to do stories with your class. This video made me want to get up and move, rather than sitting here at the computer.

A FLIP camcorder can truly enhance and engage history students which allows them to learn through the integration of drama, reenact historical characters.