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ACCE2016: Authentic Learning Empowered By IT

The document discusses the concept of authentic learning and its significance in modern education, particularly in the context of preparing students for the future job market. It emphasizes the need for real-world, project-based learning experiences that foster essential 21st-century skills such as critical thinking, creativity, and collaboration. Examples from various educational initiatives demonstrate how authentic learning can enhance student engagement and produce meaningful outcomes.

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Authentic Learning: Empowered by IT Paul Herring MACS (Snr) CP St Peters Lutheran College
Overview of this presentation: • Introduce Authentic Learning; • Why Authentic Learning • How I have used this approach for over 2 decades, especially in Senior IT classes, • Examples • The Computational Thinking approach • A Junior High School example • Why so vital for the Second Machine Age • Conclusion • Questions
Definitions: • Authentic: • ‘of undisputed origin and not a copy; genuine.’ • Authentic Learning though is: • ‘… real life learning. • It is a style of learning that encourages students to create a tangible, useful product to be shared with their world’ • Or a fancy new term for ‘Real-World Project Based Learning’
Why Authentic Learning: Should we prepare students for jobs we THINK will exist in the future, or …? It’s impossible to predict what the future will look like but it IS possible to predict what skills our students most likely need. We need to engender: • a love of learning and, • teach the key SKILLS …
ALL developed & enhanced through Authentic Learning What are those Skills?
QCAA’s Senior Syllabi ATAR 21st Century Skills List:
10 Digital Age Skills For Modern Students • 1. Personal Branding • 2. Portfolio Building • 3. Online Searching • 4. Proper Citation Practices • 5. Image/Video Editing • 6. File Conversion • 7. Coding • 8. Blogging • 9. Presentation Building • 10. Creating a Website From <https://globaldigitalcitizen.org/10-digital-age-skills>
In summary: The most crucial skills for the age of ‘digital disruption’: •Ideation •large-frame pattern recognition •complex communication • The Second Machine Age
• Research has found that unfortunately most of what is “learned” in the school context is unapplied or inert knowledge with little value. • Mims 2003 • Researchers have cautioned that for too many years, the focus in education has been primarily on those skills that are relatively easy to obtain, as opposed to the fundamental skills of analysis and creativity. • Lombardi 2008 • It is by manipulating new knowledge in the solving of unfamiliar problems with increasing complexity, that knowing takes place and concepts are learned by using them. • … problems, questions or projects must capture the learners’ interest and draw them into the content domain. Why Authentic Learning:
Why Authentic Learning: • Authentic learning requires a paradigm shift in the true purpose and execution of learning; • from disconnected ideas and activities to real-world relevance. • Psychologists have described the immense difference between taking the time to learn about science and actually learning to be a scientist. • The meaning and relevance of isolated facts is minimal until a student can identify what those tools can do for them • Lombardi 2007
• As the students attempt to solve the problem, they come to know the meaning of the language and symbols used in specific professions. • Finding a solution to the problem must be seen as important by the learners for whom the learning environment is designed. • Educators must take great care when selecting and/or designing problems and should consult with experts in the field to ensure the problem is realistic and at an appropriate level for the specific learners. • A well designed, authentic learning environment provides a relevance and career preparedness not overly present in more traditional, dialetic forms of education most importantly because they employ industry standards and professional expectations in much of what they do • Windham 2007
Knowledge is cumulative: • “What a child is capable of learning depends upon what she already knows. • When a child encounters new information, if she lacks the pre-existing knowledge to put the information in context, she will quickly become frustrated. She won’t learn. • Students need to be guided down the path of their learning. • Teachers need to remain central to the activity of imparting knowledge to students.” • http://anniemurphypaul.com/2016/05/against-personalized-learning/
Uni’s are already doing AL: EDITH COWAN UNIVERSITY ECU CURRICULUM FRAMEWORK AUTHENTIC ASSESSMENT & EMPLOYABILITY: • The Bachelor of Science (Web Technology) offers a work integrated learning placement worth one semester’s credit (60 credit points) to students who achieve a weighted average mark of 65% or higher across their course… • Students are encouraged to take responsibility for their learning by conducting independent study and research, and by adopting an ‘action learning’ process which requires them to reflect on their past actions to improve their future, professional, decision making skills. Students are assessed on their ability to: • meet project deadlines; • create appropriate solutions to industry problems; • implement these solutions; and • adequately reflect on and adjust their work performance.
GETTING AUTHENTIC FEEDBACK FROM INDUSTRY REPRESENTATIVES • Coastal Engineering is a fourth year elective unit offered within the Bachelor of Engineering (Civil) and Bachelor of Engineering (Civil & Environmental) courses … • Students work in teams of three to four and are tasked to conduct a site investigation and propose a design for an authentic shore protection structure system on a real, given site. • This includes providing detailed design calculations to assess the proposed structure for its performance under normal service loads and under one selected extreme load (e.g. traffic, winds, surge, earthquakes, and tsunamis). • The design is developed throughout the semester with students having the opportunity to submit drafts and obtain feedback. • The final report is reviewed by industry representatives and includes a statement of the problem, descriptions and analyses congruent with industry expectations
ACU Course: Leading Authentic Learning - Ethics a significant part • This unit assumes that authentic learning involves moving beyond the assumptions of efficiency and effectiveness in the delivery and performance of learning to an understanding of learning as essentially a moral activity that integrates human, economic and civic concerns. • Similarly, leadership for authentic learning needs to move beyond notions of efficiency and effectiveness to include a commitment to ethical leadership in order to meet the moral imperatives in the learning situation.
Research Example: The effects of authentic learning experiences on female students' perceptions of science and confidence in attaining a STEM career • “The purpose of this research project was to determine whether authentic learning experiences improve female students' perceptions of STEM and confidence in attaining a STEM career, …” • “Findings revealed two major takeaways: • authentic experiences improve all students' attitude toward learning, regardless of subject; and • (this) teaching style has an overwhelmingly strong impact on students' confidence and identity.”
The IB & Authentic Learning David B Hawley, Chief Academic Officer, the International Baccalaureate: “Start looking for problems to solve, actions to take, and beauty to create. If we were to do something that really mattered to ourselves, our classrooms, our schools, and our community, the potential for impact would be at once local and global. Start finding ways to engage students in understanding real-world problems, and then support them in solving those problems. Every student should experience the joy that comes with being a unique and positive force in the world. Start seeking out authentic, high-stakes audiences for student work.
Authentic Learning - finding real problems to solve – think differently • Good ideas involve recombinant innovation • Thinking ‘outside the box’ • “You’ll be paid in the future on how well you can work with robots”
My/Our Experience: • School Achievement Program in Digital Technologies • est. 1994; • awarded Federal Award ‘Best Practice in Education’ 1996 • Locker App • Swimming Carnival • Talking Books • Websites • Kiosk Systems • Learning Objects/Tutorials
School Achievement Program in Digital Technologies • Real jobs; real earnings • 12,000 run of 10-12 page National quarterly newsletter • Websites for many local and state companies • Kiosk Systems for a Resort • Cartoon Books for well-known local cartoonist • Information Systems
Locker App
Swimming Carnival app 1 32 64 75 8 9 9 Lanes 9 Houses Judges call placings; 9 others hand out place cards; Swimmers take to their House desk where 9 recorders note placing. Then submitted to Chief scorer to add up. Eg. 1 = 10; 2= 6; 3 = 3; 4 =2; 5 –9 = 1
Solution using Corona SDK IT Solution: 2 Staff – Judge & recorder Recorder taps each lane cell as placings called out. Simple animation moves cells to second row. Can be adjusted – once
Talking Book for young writers on Tablets or Smartphones
Web Sites for Clients
Tutorials & Learning Objects
Real World Solutions: Advertising Kiosks
Current Project Examples - Tutorials: Drama: A tutorial in stage placements. Eg CR = centre right C=centre UL = upper left … And then add in how we make characters move on the stage using a short vocabulary for students to then try out. E g x = cross en =enter ex= exit Then moving characters onstage. Eg. Nora: EN UL x CR Middle school music: The students in Middle school all have iPads. In semester 2 in year 6 music we study Instruments of the Orchestra and recognition of the sounds they make. If something could be designed by recording short sound files of each orchestral instrument (plenty of music students in bands and strings to choose from!) and then something where the student had to associate a picture and name of the instrument with the sound that would be great Year 7 Maths: • Mental maths practice (multiplication, division, addition, subtraction) • Fraction operations (simple) • Converting fractions • Basic algebra concepts • Basic geometry (angles)
• Literary Analysis: An interactive tutorial of writing a literary analysis.
The Key Characteristics of Authentic Learning
Authentic tasks have real-world relevance • Activities match as nearly as possible the real-world tasks of professionals in practice rather than de- contextualised or classroom-based tasks. A lot messier!
Authentic tasks are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity • Problems inherent in the tasks are ill-defined and open to multiple interpretations rather than easily solved by the application of existing algorithms. • Learners must identify their own unique tasks and sub-tasks in order to complete the major task.
Authentic tasks comprise complex tasks to be investigated by students over a sustained period of time • Tasks are completed in days, weeks and months rather than minutes or hours, requiring significant investment of time and intellectual resources.
Authentic tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources: • The task affords learners the opportunity to examine the problem from a variety of theoretical and practical perspectives, rather than a single perspective that learners must imitate to be successful. • The use of a variety of resources rather than a limited number of preselected references requires students to detect relevant from irrelevant information.
Authentic tasks provide the opportunity to collaborate • Collaboration and ‘complex communication’ is integral to the task, both within the course and the real world, rather than achievable by an individual learner.
Authentic tasks provide the opportunity to reflect: • Tasks need to enable learners to make choices and reflect on their learning both individually and socially • Evaluation • part of the Design/Develop/Evaluate cycle
Authentic tasks incorporate Design Thinking
Authentic tasks can be integrated and applied across different subject areas and lead beyond domain-specific outcomes • Tasks encourage interdisciplinary or cross- curricula perspectives and enable diverse roles and expertise rather than a single well- defined field or domain.
Authentic tasks are seamlessly integrated with assessment • Assessment of tasks can be seamlessly integrated with the major task in a manner that reflects real world assessment, rather than separate artificial assessment removed from the nature of the task.
Authentic tasks create polished products valuable in their own right rather than as preparation for something else • Tasks culminate in the creation of a whole product rather than an exercise or sub- step in preparation for something else
Authentic tasks allow competing solutions and diversity of outcome • Tasks allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures
Skills developed through Authentic Learning (AL): Students will be able to: • Judge the validity and reliability of new information • Develop the ability to recognize relative patterns in unfamiliar contexts • Flexibly work across disciplines and cultural boundaries to develop creative solutions to the problem under investigation • Through practice students will develop patience to follow and complete more complex problems. • Lombardi (2007) • Technology makes AL much more accessible and achievable today through such things as: • developing simulations, • using a web-based performance support systems/forums, • Developing Apps.
High school and college students are capable of delivering high level, quality -real WORLD projects-especially for Social Justice - Wendy Muhlhauser,President/Author/Speaker at SissyMarySue LLC • “I believe when high school and college age students are entrusted with real world projects with the potential to positively impact the greater good in our world, they are capable of delivering incredible, quality work! • They are far more invested when they can actually make the connection with the effort put forth in contributing to our world. • When they are entrusted with such projects this translates into empowerment. • When the learning feels meaningful the growth, discoveries and potential for real critical thinking is measurably enhanced! • Our world will be in better hands by providing this kind of opportunity for learning, accomplishment, as well as, for personal and academic discovery!”
A Junior High Example of an Authentic Learning Task: Design and create a commercially viable Board Game
Tasks: Start with • Research – the social value, especially in today’s ‘social- media’ connected/’absorbed’ world • On-line, survey, play?
Typical Starting Questions: What is the game concept going to be? Is there a niche market for this concept? What's the target market? (age appropriateness) What do most successful board games for this age look like? Who shall we consult? What materials does one need to create their own prototype? Should we create an IT version for testing – using Scratch? How are board games manufactured? What do most board games for that demographic look like? What materials does one need to create their own prototype? How are board games manufactured? How are they designed? How are game boards packaged?
• How are board games marketed? How can one be sure that the new game(s) work? What kind of themes, colours and interest will our target market be interested in today? What about working with earth-friendly materials? What are some of the greatest game board successes? What made them successful? Is there a history of board games. How are we going to present them and to whom? When's a good time to introduce the games and market them? What kind of expertise do we have at our disposal? • Teams: How many, what roles, tasks, responsibilities? • Egs.: Senior researcher, Concept artist; Level designer; Modeller; Texture Artist; Creature Technician; Animator; Programmer/coder (for Scratch mock-up of functionality); and Project Manager
Project Management: Design: • Research including game playing one like King of Tokyo? • Roles • Brain-storming – Ideation • Further research • Design objects, narrative, layout, play mechanisms (in Scratch?), • Pitch, including Kickstarter Video Develop: • Create basic version • Test, trial basic version • Present to evaluation team – ‘angels’, teacher, parents, game experts • Do initial marketing • Create game website Evaluate: • Reflect on & evaluate roles, social interaction, learning, game viability, etc?
Pitch to ‘Angels’: This should contain such things as: • An overview of the game so that the audience of your pitch should be able to “play” the game in their “mind’s eye” • Supporting evidence (Market Research) for the potential success of your new concept/idea for a game • Artistic representations of the basic design – either hand-drawn or digital • Rough sketches of some of the main characters and environment • A Working Title and one-sentence description (plot overview), & genre • The proposed target audience (demographics) –this choice must be consistent with your supporting evidence
Pitch to ‘Angels’: • An overview of the levels, narrative, core objectives and game play theme • Game structure – how the game proceeds – worlds, sub-quests? • Distinctive features – what sets game apart – Example: Unique character(s), customizable options, unique sub-worlds and puzzles?? • Character features – what the player avatar will do • Game world, description – includes look and feel – Example: modern robot city, or a recycling plant • Features that provide the game flavour • Internal rules for how player will interact with the world i.e. Character internals (hit points, stamina, rewards) • Environment interactions
Cross-curricula: • Maths • money, simple accounting, data management, graphs & surveys, mathematic/statistical game concepts - problem solving, • Art • board design, graphic arts, logos, advertising, set designs, packaging • English - Creative Writing • letter writing, advertisements, radio commercials, manual writing, • English • oral presentations, research, rule books, board game history, problem solving agendas, comprehension, making predictions • Drama • role playing, advertising video, voice over dramas • Technology • Build artefacts/prototypes/3D Print game objects • IT – Computational Thinking
Authentic Learning is highly motivating: Ultimately, the most effective motivators are • autonomy - the ability to chart your own course, • mastery - the ability to become an expert at something, • purpose - the idea that what you are doing serves a purpose larger than yourself. - Dan Pink – see Ted Talk 2009
• Your school’s timetable structure • The silo nature of the Australian curriculum • The challenge of change & the unknown • Coping with (apparent) failure • Learning & applying new assessment techniques & strategies • Stepping out into the unknown! Some Challenges:
• Add community involvement to existing projects • Eg. A teacher’s brilliant class sessions on the First Machine Age; • Add ‘Market Square’ day? • Look for IT based solutions to existing problems Alternative AL Approaches:
Computational thinking is an approach to solving problems, building systems, and understanding human behavior that draws on the power and limits of computing. Authentic Learning using Computational Thinking:
Computational Thinking is a problem-solving process that includes (but is not limited to) the following characteristics: • Formulating problems in a way that enables us to use a computer and other tools to help solve them. • Logically organizing and analyzing data • Representing data through abstractions such as models and simulations • Automating solutions through algorithmic thinking (a series of ordered steps) • Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources • Generalizing and transferring this problem solving process to a wide variety of problems Authentic Learning using Computational Thinking:
Introducing the Authentic Learning Approach: - As a 4 Step Process 1. Real world issue • Posing the right question 2. From the Real world • to modelling or technical formulation • Design & Algorithmic Thinking 3. Computation • Programming/Coding 4. Verification • Testing, evaluating, refining & introducing solutions back into the real-world
• The question – can’t read the sign? • The question – which avocado? Practical Examples - Commercial
Real World Solutions: More Practical examples -Raspberry Pi Seventy Torres Strait Islander girls have coded a Raspberry Pi with an LED, GPS module and FM transmitter for emergency beacons to help their communities signal if brush fires become widespread, or alert people of poisonous snake and spider bites.
More Practical examples - Helping with dyslexia Eighth-graders develop app to help dyslexics read better: They envisioned the Mind Glass app allowing background colours and text fonts or sizes on Web pages or mobile devices to be altered for the specific needs of an individual, much like how prescription glasses help people see.
Data, Disney, and Edmodo Cristina Bustamante, Teacher at Ocala STEAM Academy • “Making true connections between Project Based Learning (PBL) and math is a challenge for me. • As a teacher at a first year STEAM school implementing PBL, I am constantly trying to find ways to integrate my projects in my math classes. • There are superficial ways to do this, but as a math teacher, I wanted to find a way to make math the star of the show. • So when Ben Paul, a data analyst at Edmodo, contacted me about coming into my class and working with the kids, I was ecstatic! • He wanted to share with my students what he does at Edmodo and how important data is to his job.” • Read more at: https://blog.edmodo.com/2016/05/18/data-disney-and-a-dash-of-edmodo/
Using the Power of the Mobile How many different uses for the GPS device that comes with your smartphone can you imagine? • How many do you think exist right now • How many distinctly different uses. • There are many Car Navigation apps on the market, but what about other uses? • How many you can come up with? How far can we go with Authentic Learning?
• touchscreen • accelerometer • gyroscope • camera • compass, • barometer • Magnetometer • Proximity Sensor • Orientation Sensor • Infra-red sensor • Bluetooth Make use of the Mobile: •NFC •Force Sensor •Ultra-sonic sensors •RFID •IR Spectroscopy •GPS, etc… SO: • what opportunities are open to utilising these sensors • & what problems can now be solved?
• Normal car/bike/walk navigation • track mileage for reimbursement • flight log book • mashup between a to-do list and GPS • tracks your phone, so if you get lost • share your location details with friends • amenities nearby • Google Maps • Golf • Runkeeper • Speedo • Altimeter Some Smartphone GPS Apps:
• Family Locator - a reliable & accurate family locator & safety app.. • Find the value of Taximeter • Truck Fleet management • location like Google Earth • emergency road side assistance • Track your luggage, laptops, pets and anything of importance - need unit in collar • GPS games - eg. GeoCache, a global GPS based treasure-hunt • Freight Tracking Some Smartphone GPS Apps:
What Skills are Needed here?
We’ve heard of these jobs before, some more than others • But are we getting our students prepared for these careers? • Some of these jobs don't require a college degree. • They just require exposure and freedom in school to explore, be supported, have adult advisors to help guide them, and to know it's possible for all kids to have those opportunities. • What are we doing in our schools to help kids grow their Android/IOS development skills? • How many schools are helping to support kids with social media strategy? • In some ways we look at a few of these careers as the new 'trades' of our generation. • You don't need a college degree to • operate a drone, • run a social media strategy • or even vlog. • Amazon is hiring right now for Drone Operators! They have 70+ jobs posted on their website for people to operate and develop their drone delivery program.
Summary of the Key Characteristics: • Learning is centred on authentic tasks that are of interest to the learners. • Students are engaged in exploration and inquiry. • Learning, most often, is interdisciplinary. • Learning is closely connected to the world beyond the walls of the classroom. • Students become engaged in complex tasks and higher-order thinking skills, such as • analysing, • synthesizing, • designing, • manipulating and • evaluating information.
Summary of the Key Characteristics: • Students produce a product that SHOULD be shared with an audience outside the classroom. • Design Thinking is very much a part of Authentic Learning • Learning is more student driven than with most other approaches • Students have opportunities for social discourse. • Students receive feedback (and assessment?) from external experts/clients/interested parties
Authentic learning really is fun and empowering, and it can be a great help towards developing the crucial skills needed in the coming age of ‘digital disruption’: • ideation, • large-frame pattern recognition, and • complex communication A well designed, authentic learning environment provides a relevance and career preparedness not overly present in more traditional forms of education; Authentic experiences improve all students' attitude toward learning, regardless of subject; and has an overwhelmingly strong impact on students' confidence and identity. Conclusion:
Questions? Discussion

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ACCE2016: Authentic Learning Empowered By IT

  • 1.
    Authentic Learning: Empowered byIT Paul Herring MACS (Snr) CP St Peters Lutheran College
  • 2.
    Overview of thispresentation: • Introduce Authentic Learning; • Why Authentic Learning • How I have used this approach for over 2 decades, especially in Senior IT classes, • Examples • The Computational Thinking approach • A Junior High School example • Why so vital for the Second Machine Age • Conclusion • Questions
  • 3.
    Definitions: • Authentic: • ‘ofundisputed origin and not a copy; genuine.’ • Authentic Learning though is: • ‘… real life learning. • It is a style of learning that encourages students to create a tangible, useful product to be shared with their world’ • Or a fancy new term for ‘Real-World Project Based Learning’
  • 4.
    Why Authentic Learning: Shouldwe prepare students for jobs we THINK will exist in the future, or …? It’s impossible to predict what the future will look like but it IS possible to predict what skills our students most likely need. We need to engender: • a love of learning and, • teach the key SKILLS …
  • 5.
  • 6.
    QCAA’s Senior SyllabiATAR 21st Century Skills List:
  • 7.
    10 Digital AgeSkills For Modern Students • 1. Personal Branding • 2. Portfolio Building • 3. Online Searching • 4. Proper Citation Practices • 5. Image/Video Editing • 6. File Conversion • 7. Coding • 8. Blogging • 9. Presentation Building • 10. Creating a Website From <https://globaldigitalcitizen.org/10-digital-age-skills>
  • 8.
    In summary: The mostcrucial skills for the age of ‘digital disruption’: •Ideation •large-frame pattern recognition •complex communication • The Second Machine Age
  • 9.
    • Research hasfound that unfortunately most of what is “learned” in the school context is unapplied or inert knowledge with little value. • Mims 2003 • Researchers have cautioned that for too many years, the focus in education has been primarily on those skills that are relatively easy to obtain, as opposed to the fundamental skills of analysis and creativity. • Lombardi 2008 • It is by manipulating new knowledge in the solving of unfamiliar problems with increasing complexity, that knowing takes place and concepts are learned by using them. • … problems, questions or projects must capture the learners’ interest and draw them into the content domain. Why Authentic Learning:
  • 10.
    Why Authentic Learning: •Authentic learning requires a paradigm shift in the true purpose and execution of learning; • from disconnected ideas and activities to real-world relevance. • Psychologists have described the immense difference between taking the time to learn about science and actually learning to be a scientist. • The meaning and relevance of isolated facts is minimal until a student can identify what those tools can do for them • Lombardi 2007
  • 11.
    • As thestudents attempt to solve the problem, they come to know the meaning of the language and symbols used in specific professions. • Finding a solution to the problem must be seen as important by the learners for whom the learning environment is designed. • Educators must take great care when selecting and/or designing problems and should consult with experts in the field to ensure the problem is realistic and at an appropriate level for the specific learners. • A well designed, authentic learning environment provides a relevance and career preparedness not overly present in more traditional, dialetic forms of education most importantly because they employ industry standards and professional expectations in much of what they do • Windham 2007
  • 12.
    Knowledge is cumulative: •“What a child is capable of learning depends upon what she already knows. • When a child encounters new information, if she lacks the pre-existing knowledge to put the information in context, she will quickly become frustrated. She won’t learn. • Students need to be guided down the path of their learning. • Teachers need to remain central to the activity of imparting knowledge to students.” • http://anniemurphypaul.com/2016/05/against-personalized-learning/
  • 13.
    Uni’s are alreadydoing AL: EDITH COWAN UNIVERSITY ECU CURRICULUM FRAMEWORK AUTHENTIC ASSESSMENT & EMPLOYABILITY: • The Bachelor of Science (Web Technology) offers a work integrated learning placement worth one semester’s credit (60 credit points) to students who achieve a weighted average mark of 65% or higher across their course… • Students are encouraged to take responsibility for their learning by conducting independent study and research, and by adopting an ‘action learning’ process which requires them to reflect on their past actions to improve their future, professional, decision making skills. Students are assessed on their ability to: • meet project deadlines; • create appropriate solutions to industry problems; • implement these solutions; and • adequately reflect on and adjust their work performance.
  • 14.
    GETTING AUTHENTIC FEEDBACKFROM INDUSTRY REPRESENTATIVES • Coastal Engineering is a fourth year elective unit offered within the Bachelor of Engineering (Civil) and Bachelor of Engineering (Civil & Environmental) courses … • Students work in teams of three to four and are tasked to conduct a site investigation and propose a design for an authentic shore protection structure system on a real, given site. • This includes providing detailed design calculations to assess the proposed structure for its performance under normal service loads and under one selected extreme load (e.g. traffic, winds, surge, earthquakes, and tsunamis). • The design is developed throughout the semester with students having the opportunity to submit drafts and obtain feedback. • The final report is reviewed by industry representatives and includes a statement of the problem, descriptions and analyses congruent with industry expectations
  • 15.
    ACU Course: LeadingAuthentic Learning - Ethics a significant part • This unit assumes that authentic learning involves moving beyond the assumptions of efficiency and effectiveness in the delivery and performance of learning to an understanding of learning as essentially a moral activity that integrates human, economic and civic concerns. • Similarly, leadership for authentic learning needs to move beyond notions of efficiency and effectiveness to include a commitment to ethical leadership in order to meet the moral imperatives in the learning situation.
  • 16.
    Research Example: The effectsof authentic learning experiences on female students' perceptions of science and confidence in attaining a STEM career • “The purpose of this research project was to determine whether authentic learning experiences improve female students' perceptions of STEM and confidence in attaining a STEM career, …” • “Findings revealed two major takeaways: • authentic experiences improve all students' attitude toward learning, regardless of subject; and • (this) teaching style has an overwhelmingly strong impact on students' confidence and identity.”
  • 17.
    The IB &Authentic Learning David B Hawley, Chief Academic Officer, the International Baccalaureate: “Start looking for problems to solve, actions to take, and beauty to create. If we were to do something that really mattered to ourselves, our classrooms, our schools, and our community, the potential for impact would be at once local and global. Start finding ways to engage students in understanding real-world problems, and then support them in solving those problems. Every student should experience the joy that comes with being a unique and positive force in the world. Start seeking out authentic, high-stakes audiences for student work.
  • 18.
    Authentic Learning -finding real problems to solve – think differently • Good ideas involve recombinant innovation • Thinking ‘outside the box’ • “You’ll be paid in the future on how well you can work with robots”
  • 19.
    My/Our Experience: • SchoolAchievement Program in Digital Technologies • est. 1994; • awarded Federal Award ‘Best Practice in Education’ 1996 • Locker App • Swimming Carnival • Talking Books • Websites • Kiosk Systems • Learning Objects/Tutorials
  • 20.
    School Achievement Program inDigital Technologies • Real jobs; real earnings • 12,000 run of 10-12 page National quarterly newsletter • Websites for many local and state companies • Kiosk Systems for a Resort • Cartoon Books for well-known local cartoonist • Information Systems
  • 21.
  • 22.
    Swimming Carnival app 132 64 75 8 9 9 Lanes 9 Houses Judges call placings; 9 others hand out place cards; Swimmers take to their House desk where 9 recorders note placing. Then submitted to Chief scorer to add up. Eg. 1 = 10; 2= 6; 3 = 3; 4 =2; 5 –9 = 1
  • 23.
    Solution using CoronaSDK IT Solution: 2 Staff – Judge & recorder Recorder taps each lane cell as placings called out. Simple animation moves cells to second row. Can be adjusted – once
  • 24.
    Talking Book foryoung writers on Tablets or Smartphones
  • 25.
  • 26.
  • 27.
  • 28.
    Current Project Examples- Tutorials: Drama: A tutorial in stage placements. Eg CR = centre right C=centre UL = upper left … And then add in how we make characters move on the stage using a short vocabulary for students to then try out. E g x = cross en =enter ex= exit Then moving characters onstage. Eg. Nora: EN UL x CR Middle school music: The students in Middle school all have iPads. In semester 2 in year 6 music we study Instruments of the Orchestra and recognition of the sounds they make. If something could be designed by recording short sound files of each orchestral instrument (plenty of music students in bands and strings to choose from!) and then something where the student had to associate a picture and name of the instrument with the sound that would be great Year 7 Maths: • Mental maths practice (multiplication, division, addition, subtraction) • Fraction operations (simple) • Converting fractions • Basic algebra concepts • Basic geometry (angles)
  • 29.
    • Literary Analysis: Aninteractive tutorial of writing a literary analysis.
  • 30.
  • 31.
    Authentic tasks have real-worldrelevance • Activities match as nearly as possible the real-world tasks of professionals in practice rather than de- contextualised or classroom-based tasks. A lot messier!
  • 32.
    Authentic tasks areill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity • Problems inherent in the tasks are ill-defined and open to multiple interpretations rather than easily solved by the application of existing algorithms. • Learners must identify their own unique tasks and sub-tasks in order to complete the major task.
  • 33.
    Authentic tasks comprisecomplex tasks to be investigated by students over a sustained period of time • Tasks are completed in days, weeks and months rather than minutes or hours, requiring significant investment of time and intellectual resources.
  • 34.
    Authentic tasks providethe opportunity for students to examine the task from different perspectives, using a variety of resources: • The task affords learners the opportunity to examine the problem from a variety of theoretical and practical perspectives, rather than a single perspective that learners must imitate to be successful. • The use of a variety of resources rather than a limited number of preselected references requires students to detect relevant from irrelevant information.
  • 35.
    Authentic tasks providethe opportunity to collaborate • Collaboration and ‘complex communication’ is integral to the task, both within the course and the real world, rather than achievable by an individual learner.
  • 36.
    Authentic tasks providethe opportunity to reflect: • Tasks need to enable learners to make choices and reflect on their learning both individually and socially • Evaluation • part of the Design/Develop/Evaluate cycle
  • 37.
  • 38.
    Authentic tasks canbe integrated and applied across different subject areas and lead beyond domain-specific outcomes • Tasks encourage interdisciplinary or cross- curricula perspectives and enable diverse roles and expertise rather than a single well- defined field or domain.
  • 39.
    Authentic tasks areseamlessly integrated with assessment • Assessment of tasks can be seamlessly integrated with the major task in a manner that reflects real world assessment, rather than separate artificial assessment removed from the nature of the task.
  • 40.
    Authentic tasks createpolished products valuable in their own right rather than as preparation for something else • Tasks culminate in the creation of a whole product rather than an exercise or sub- step in preparation for something else
  • 41.
    Authentic tasks allowcompeting solutions and diversity of outcome • Tasks allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures
  • 42.
    Skills developed through AuthenticLearning (AL): Students will be able to: • Judge the validity and reliability of new information • Develop the ability to recognize relative patterns in unfamiliar contexts • Flexibly work across disciplines and cultural boundaries to develop creative solutions to the problem under investigation • Through practice students will develop patience to follow and complete more complex problems. • Lombardi (2007) • Technology makes AL much more accessible and achievable today through such things as: • developing simulations, • using a web-based performance support systems/forums, • Developing Apps.
  • 43.
    High school andcollege students are capable of delivering high level, quality -real WORLD projects-especially for Social Justice - Wendy Muhlhauser,President/Author/Speaker at SissyMarySue LLC • “I believe when high school and college age students are entrusted with real world projects with the potential to positively impact the greater good in our world, they are capable of delivering incredible, quality work! • They are far more invested when they can actually make the connection with the effort put forth in contributing to our world. • When they are entrusted with such projects this translates into empowerment. • When the learning feels meaningful the growth, discoveries and potential for real critical thinking is measurably enhanced! • Our world will be in better hands by providing this kind of opportunity for learning, accomplishment, as well as, for personal and academic discovery!”
  • 44.
    A Junior HighExample of an Authentic Learning Task: Design and create a commercially viable Board Game
  • 45.
    Tasks: Start with •Research – the social value, especially in today’s ‘social- media’ connected/’absorbed’ world • On-line, survey, play?
  • 46.
    Typical Starting Questions: Whatis the game concept going to be? Is there a niche market for this concept? What's the target market? (age appropriateness) What do most successful board games for this age look like? Who shall we consult? What materials does one need to create their own prototype? Should we create an IT version for testing – using Scratch? How are board games manufactured? What do most board games for that demographic look like? What materials does one need to create their own prototype? How are board games manufactured? How are they designed? How are game boards packaged?
  • 47.
    • How areboard games marketed? How can one be sure that the new game(s) work? What kind of themes, colours and interest will our target market be interested in today? What about working with earth-friendly materials? What are some of the greatest game board successes? What made them successful? Is there a history of board games. How are we going to present them and to whom? When's a good time to introduce the games and market them? What kind of expertise do we have at our disposal? • Teams: How many, what roles, tasks, responsibilities? • Egs.: Senior researcher, Concept artist; Level designer; Modeller; Texture Artist; Creature Technician; Animator; Programmer/coder (for Scratch mock-up of functionality); and Project Manager
  • 48.
    Project Management: Design: • Researchincluding game playing one like King of Tokyo? • Roles • Brain-storming – Ideation • Further research • Design objects, narrative, layout, play mechanisms (in Scratch?), • Pitch, including Kickstarter Video Develop: • Create basic version • Test, trial basic version • Present to evaluation team – ‘angels’, teacher, parents, game experts • Do initial marketing • Create game website Evaluate: • Reflect on & evaluate roles, social interaction, learning, game viability, etc?
  • 49.
    Pitch to ‘Angels’: Thisshould contain such things as: • An overview of the game so that the audience of your pitch should be able to “play” the game in their “mind’s eye” • Supporting evidence (Market Research) for the potential success of your new concept/idea for a game • Artistic representations of the basic design – either hand-drawn or digital • Rough sketches of some of the main characters and environment • A Working Title and one-sentence description (plot overview), & genre • The proposed target audience (demographics) –this choice must be consistent with your supporting evidence
  • 50.
    Pitch to ‘Angels’: •An overview of the levels, narrative, core objectives and game play theme • Game structure – how the game proceeds – worlds, sub-quests? • Distinctive features – what sets game apart – Example: Unique character(s), customizable options, unique sub-worlds and puzzles?? • Character features – what the player avatar will do • Game world, description – includes look and feel – Example: modern robot city, or a recycling plant • Features that provide the game flavour • Internal rules for how player will interact with the world i.e. Character internals (hit points, stamina, rewards) • Environment interactions
  • 51.
    Cross-curricula: • Maths • money,simple accounting, data management, graphs & surveys, mathematic/statistical game concepts - problem solving, • Art • board design, graphic arts, logos, advertising, set designs, packaging • English - Creative Writing • letter writing, advertisements, radio commercials, manual writing, • English • oral presentations, research, rule books, board game history, problem solving agendas, comprehension, making predictions • Drama • role playing, advertising video, voice over dramas • Technology • Build artefacts/prototypes/3D Print game objects • IT – Computational Thinking
  • 52.
    Authentic Learning ishighly motivating: Ultimately, the most effective motivators are • autonomy - the ability to chart your own course, • mastery - the ability to become an expert at something, • purpose - the idea that what you are doing serves a purpose larger than yourself. - Dan Pink – see Ted Talk 2009
  • 53.
    • Your school’stimetable structure • The silo nature of the Australian curriculum • The challenge of change & the unknown • Coping with (apparent) failure • Learning & applying new assessment techniques & strategies • Stepping out into the unknown! Some Challenges:
  • 54.
    • Add communityinvolvement to existing projects • Eg. A teacher’s brilliant class sessions on the First Machine Age; • Add ‘Market Square’ day? • Look for IT based solutions to existing problems Alternative AL Approaches:
  • 55.
    Computational thinking isan approach to solving problems, building systems, and understanding human behavior that draws on the power and limits of computing. Authentic Learning using Computational Thinking:
  • 56.
    Computational Thinking isa problem-solving process that includes (but is not limited to) the following characteristics: • Formulating problems in a way that enables us to use a computer and other tools to help solve them. • Logically organizing and analyzing data • Representing data through abstractions such as models and simulations • Automating solutions through algorithmic thinking (a series of ordered steps) • Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources • Generalizing and transferring this problem solving process to a wide variety of problems Authentic Learning using Computational Thinking:
  • 57.
    Introducing the AuthenticLearning Approach: - As a 4 Step Process 1. Real world issue • Posing the right question 2. From the Real world • to modelling or technical formulation • Design & Algorithmic Thinking 3. Computation • Programming/Coding 4. Verification • Testing, evaluating, refining & introducing solutions back into the real-world
  • 58.
    • The question– can’t read the sign? • The question – which avocado? Practical Examples - Commercial
  • 59.
    Real World Solutions: MorePractical examples -Raspberry Pi Seventy Torres Strait Islander girls have coded a Raspberry Pi with an LED, GPS module and FM transmitter for emergency beacons to help their communities signal if brush fires become widespread, or alert people of poisonous snake and spider bites.
  • 60.
    More Practical examples -Helping with dyslexia Eighth-graders develop app to help dyslexics read better: They envisioned the Mind Glass app allowing background colours and text fonts or sizes on Web pages or mobile devices to be altered for the specific needs of an individual, much like how prescription glasses help people see.
  • 61.
    Data, Disney, andEdmodo Cristina Bustamante, Teacher at Ocala STEAM Academy • “Making true connections between Project Based Learning (PBL) and math is a challenge for me. • As a teacher at a first year STEAM school implementing PBL, I am constantly trying to find ways to integrate my projects in my math classes. • There are superficial ways to do this, but as a math teacher, I wanted to find a way to make math the star of the show. • So when Ben Paul, a data analyst at Edmodo, contacted me about coming into my class and working with the kids, I was ecstatic! • He wanted to share with my students what he does at Edmodo and how important data is to his job.” • Read more at: https://blog.edmodo.com/2016/05/18/data-disney-and-a-dash-of-edmodo/
  • 62.
    Using the Powerof the Mobile How many different uses for the GPS device that comes with your smartphone can you imagine? • How many do you think exist right now • How many distinctly different uses. • There are many Car Navigation apps on the market, but what about other uses? • How many you can come up with? How far can we go with Authentic Learning?
  • 63.
    • touchscreen • accelerometer •gyroscope • camera • compass, • barometer • Magnetometer • Proximity Sensor • Orientation Sensor • Infra-red sensor • Bluetooth Make use of the Mobile: •NFC •Force Sensor •Ultra-sonic sensors •RFID •IR Spectroscopy •GPS, etc… SO: • what opportunities are open to utilising these sensors • & what problems can now be solved?
  • 64.
    • Normal car/bike/walknavigation • track mileage for reimbursement • flight log book • mashup between a to-do list and GPS • tracks your phone, so if you get lost • share your location details with friends • amenities nearby • Google Maps • Golf • Runkeeper • Speedo • Altimeter Some Smartphone GPS Apps:
  • 65.
    • Family Locator- a reliable & accurate family locator & safety app.. • Find the value of Taximeter • Truck Fleet management • location like Google Earth • emergency road side assistance • Track your luggage, laptops, pets and anything of importance - need unit in collar • GPS games - eg. GeoCache, a global GPS based treasure-hunt • Freight Tracking Some Smartphone GPS Apps:
  • 66.
    What Skills areNeeded here?
  • 67.
    We’ve heard ofthese jobs before, some more than others • But are we getting our students prepared for these careers? • Some of these jobs don't require a college degree. • They just require exposure and freedom in school to explore, be supported, have adult advisors to help guide them, and to know it's possible for all kids to have those opportunities. • What are we doing in our schools to help kids grow their Android/IOS development skills? • How many schools are helping to support kids with social media strategy? • In some ways we look at a few of these careers as the new 'trades' of our generation. • You don't need a college degree to • operate a drone, • run a social media strategy • or even vlog. • Amazon is hiring right now for Drone Operators! They have 70+ jobs posted on their website for people to operate and develop their drone delivery program.
  • 68.
    Summary of theKey Characteristics: • Learning is centred on authentic tasks that are of interest to the learners. • Students are engaged in exploration and inquiry. • Learning, most often, is interdisciplinary. • Learning is closely connected to the world beyond the walls of the classroom. • Students become engaged in complex tasks and higher-order thinking skills, such as • analysing, • synthesizing, • designing, • manipulating and • evaluating information.
  • 69.
    Summary of theKey Characteristics: • Students produce a product that SHOULD be shared with an audience outside the classroom. • Design Thinking is very much a part of Authentic Learning • Learning is more student driven than with most other approaches • Students have opportunities for social discourse. • Students receive feedback (and assessment?) from external experts/clients/interested parties
  • 70.
    Authentic learning reallyis fun and empowering, and it can be a great help towards developing the crucial skills needed in the coming age of ‘digital disruption’: • ideation, • large-frame pattern recognition, and • complex communication A well designed, authentic learning environment provides a relevance and career preparedness not overly present in more traditional forms of education; Authentic experiences improve all students' attitude toward learning, regardless of subject; and has an overwhelmingly strong impact on students' confidence and identity. Conclusion:
  • 71.