Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 “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

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 Presentation Higher Education and the Workplace Authenticity Assessment

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 DEIS Department Department 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-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 Cork Institute of Technology Higher Education Institute CIT enrolments 7000 full-time Business, Engineering, Science, Engineering Crawford College of Art & Design Cork School of Music National Maritime College of Ireland Academic Staff

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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.

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 The PAL Process Partnership 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-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 The Vertical Sandwich Educational Institution (Theory & Practical) Educational Institution (Theory & Practical) Work Placement (Application) Figure 1 Traditional/Horizontal Life/work Activity Figure 2 Vertical Learning resources, support Learning resources, support Life/work Activity

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 PAL 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-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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)

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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)

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 Learning Progression Competence Creativity Capability (Barnett 1994) PedagogyHeutagogy Andragogy Teacher centred Principles of adult learning Self-determined learning (Hase & Keynon 2000)

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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)

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 The 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 the learners zone of ‘proximal development’ (Vygotsky 1981).

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 A ‘Systems’ View Learning Goal Assessment Learning Outcomes Learner Actions Environment Feedback

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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-learning “ Supporting students in E-learning: Authenticity: Asupport for students in e-learning ”. Roma 3, 2004 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