|
Element of authentic learning |
Universal Design
|
Connectivism
|
| Provide authentic context
that reflects the way the knowledge will be used in real-life. | Relevant,
real world experiences are valued. | Relevancy for students. |
| Provide authentic activities | Objectives are
defined as measurable and observable (verbs). Clearly defined objectives. | Tasks are not
provided. Students are doing the tasks what are relevant to them. |
| Provide access to expert
performances
and the modelling of processes | Provides a
forum for sharing with learners. | Community is
formed, acces to expert performances possible |
| Provide multiple roles and perspectives | Supports the
diversity and multiple perspectives. | The role is up
to student, multiple perspectives are formed by different students, |
| Support collaborative construction of knowledge | Learners can
choose if they want collaboration or individual activities | Separates
knowledge management to personal learning and social learning. Interaction
within the community. |
| Promote reflection | It´s suggested
to allow time for absorption and
reflection. | Happens in
practice even not promoted. |
| Promote articulation | Depends on
learner | Depends on learner, happens online |
| Provide coaching and scaffolding | It´s up to
learner what kind of coaching and scaffolding is given by a teacher. | Student takes
that from other students (or from the teacher). |
| Provide for authentic assessment of learning within the tasks | Activities
contain immediate feedback | Evaluation
whether the person has developed the appropriate personal knowledge. |
REFERENCIES
Downes, S. (2011). Connectivist Learning: How
new technologies are promoting autonomy and responsibility in education, http://www.slideshare.net/Downes/connectivist-learning-how-new-technologies-are-promoting-autonomy-and-responsibility-in-education
Herrington, J., Reeves, T.C & Oliver, R. (2010). A
guide to authentic e-learning. London and New York: Routledge.
Tuire,
VastaaPoistayou blog post is great! You compare the different pedagogic models clearly.
Your post shows me how it's done, though I'm afraid I won't be able to pull of a post such as yours.
I think Ana Cristina talked about connectivism in one of her reflections, if so, it would be interesting to hear her reflection on this post content. Cristina?
-Jonna
Hi Tuire,
VastaaPoistaAs Jonna,I also admire the clarityof your creation/ learning task. You have made a high-quality learning task. I quess that first you must have done a lot of work and familiar with the matter/topic then to be able to make such a compressed table. You have found the most significant differences between these approaches on the learning tasks and ways of working / co-operation. What do you think, which of these solutions (such as tasks and collaboration) best suppor specifically multi-cultural e-learning? Is there more meaningful in a multicultural learning environment to provide authentic activities or tasks (Authentic learning) or tasks that are designed according to Universal Design Principles (clearly defined tasks) or task according to Connectivism (students will make relevant tasks)? How so you think, which of these three pedagogical models provides the best resources/reasoned idea for designing and implementing multi-cultural tasks? Why?
Thank you Jonna and Irja for your comments. I got interested all of these three solutions since I thought all of these could be useful in a way. For a multicultural learning environment I could choose Authentic learning since I believe that nine elements give a very practical learning design and there is a strong emphasis on peer learning. Connectivism I could use with learners who are more advanced and mature to work like that. Unversal Design Principles could help teacher to plan the course and material multiculturally even if other solution e.g. Authentic learning is used.
Poista