Smart learning

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This session was from the 'Smart Devices for Learning' MELSIG event at Sheffield Hallam University on 8th February 2013. It considered how smart technologies and Apps stood to change existing ideas of learner engagement by using understandings of authentic learning (Herrington 2006) as a framework.

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  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • An authentic context that reflects the way the knowledge will be used in real life; Authentic activities; Access to expert performances and the modelling of processes; Multiple roles and perspectives; Collaborative construction of knowledge; Reflection; Articulation; Coaching and scaffolding; Authentic assessment.
  • Smart learning

    1. 1. AUTHENTIC SMART LEARNING ANDREW MIDDLETON SFHEA
    2. 2. EXAMINING THE POTENTIAL FOR POST-COMPULSORY SMART LEARNING• Using an authentic learning framework* to challenge our thinking• Principle: smart devices create a new and different learning environment therefore we are looking for what we can do differently*Based on: Herrington, J. (2006). Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at:http://researchrepository.murdoch.edu.au/5247
    3. 3. AN AUTHENTIC CONTEXTTHAT REFLECTS THE WAY THE KNOWLEDGE WILL BE USED IN REAL LIFEHow can smart devices help the academicchange the way students engage in learning?When designing activities rethink,•Who is involved - who is doing what, withwhom and for whom•Where they are or where they are going•Why- situation, activity, problem•What - process, purpose, impact, benefit•How is this done - in the real world, safely,in a simpler way, in a different way, in part,....
    4. 4. AUTHENTIC ACTIVITIESHow can smart devices help the learner tothink about•Preparing for action•Feedback informing action•Parts of a task•A series of activities•Feedback on activities•Recording and reflecting in and onactivities•Sharing the outcomes of activities
    5. 5. ACCESS TOEXPERT PERFORMANCES AND THEMODELLING OF PROCESSESHow can smart devices help thelearner to,•Observe process•Follow a process•Analyse or critique a process•Compare approaches (their ownand/or others)•Improve a process
    6. 6. MULTIPLE ROLES AND PERSPECTIVESHow can smart devices help the learner to thinkabout different factors or approaches,•Needs/interests - reasons for contributing•Options - planning, modelling, reflecting on,comparing•Social - ways of working together,contributing, sharing•Critical (inter-) dependencies -relationships and paths through a task•Benefits - time, money, learning, knowledge•Outcomes - intended and designed, orunexpected
    7. 7. COLLABORATIVE CONSTRUCTION OFKNOWLEDGEHow can smart devices create,• An alternative learning space• A complimentary learning space• Storage space• Communication channels• Reference space• Test space• Access
    8. 8. REFLECTIONHow can smart devices support learnerreflection,•On practice - after the event•Inpractice - alone or with others forcontinuous improvement•As practice - scholarship, evidenceinformed, meta-engagement, self-regulation, fostering independence
    9. 9. ARTICULATIONHow can smart devices support learnerperformance,•Speaking - clearly, succinctly, usefully, or fornote making•Writing - academic or professional, or notemaking or drafting•Recording - gathering ideas, information anddata•Presenting - rehearsing, producing, delivering,collating•Reporting - structuring, summarising•Listening - following, information,
    10. 10. COACHING AND SCAFFOLDINGHow can smart devices support the learneror group by,•Providing just-in-time information andguidance•Capturing and managing data•Connecting
    11. 11. AUTHENTIC ASSESSMENTHow can smart devices support the learneror group to,•Carry out a task•Draw upon, involve or change real life•Use knowledge that is constructed orapplied rather than recalled or recognised•Act as a central character•Directly use or produce evidence

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