The document discusses how assessment tasks in an online pedagogy course achieve authentic learning by meeting several design elements outlined by Herrington et al. Specifically, it analyzes how the course's assessment tasks (1) had real-world relevance, (2) were ill-defined problems requiring students to determine their own tasks and solutions, and (3) were seamlessly integrated and scaffolded to allow students to critically reflect on their learning over time.

1. Online pedagogy: authentic assessment tasks achieve authentic learning Herrington et al (2003) advocates a number of design elements to suggest that authentic assessment tasks achieve authentic learning in an online learning environment The following table critiques the design elements in relation to the assessment tasks in FET8604: Online Pedagogy in Practice, a Master’s level course at the University of Southern Queensland (USQ) delivered in online mode in Semester 1, 2008 Herrington, J., Oliver, R., & Reeves, T.C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71. Retrieved May 28, 2008, from http://www.ascilite.org.au/ajet/ajet19/herrington.html

2. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks have real-world relevance the assessment tasks aligned to the real-world tasks of professional practice. This enabled the assessment tasks to create an individualised, personalised learning experience that authenticated the application of theoretical knowledge to the learner’s professional real-world.

3. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks are ill-defined, requiring students to define the tasks needed to complete the activity the problems inherent in the assessment tasks were intentional ill-defined and opened to multiple interpretations rather than easily solved by the application of an existing sequence of instructions. Learners were required to identify their own unique tasks and sub-tasks, and challenge their own beliefs and attitudes, in order to make sense of and complete the activities

4. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks are seamlessly integrated with assessment The three components of Assignment 2 were intentionally scaffolded in the next stage of learning to enable students to make judgements and descriptions of their work and the work of their peers. The Assignment 3 reflective activity required students to critically reflect on their journey, self-evaluate their achievements and actions, and situate their reflection in their professional real-world. Assignment 3 also asked students to speculate on the next stage of their lifelong learning

5. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks comprise complex tasks to be investigated by students over a sustained period of time Assignment 2 adopted a learning-centred approach which focused on the learning to be achieved over a sustained period in the course. It required significant investment of time, intellect and resources at the individual and collaborative group level to digest, interpret, construct an understanding, and identify a pathway to gain success in the assessment task as the team unpacked the learning dilemma at the core of Assignment 2

6. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources All three assignments adopted a learner-centre approach that provided students the opportunity to examine the assessment task from a variety of theoretical and practical perspectives, rather than a single perspective that learners must imitate to be successful. Further, students were encouraged to situate their life experiences and professional practice in the process of learning to achieve the requirements of the assessment tasks. Students were provided with a range of resources as a starting point in the learning dilemma and encouraged to investigate and explore the context surrounding the dilemma to stimulate autonomous, self-directed thinking

7. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks provide the opportunity to collaborate The social and collaborative nature of Assignment 2, and the design and delivery of the course in general, fostered a community of learners that enabled students to share experiences and professional practice, learn from each other and assimilate the new learning experiences into the individual’s knowledge structures. The assessment tasks provided rich diversity in the ways in which students engaged with the learning dilemma

8. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks provide the opportunity to reflect All assessment tasks enabled the learners to make choices and interpret the meaning of the assessment task framework. This fostered critical reflection and self-assessment to challenge the learner’s meaning scheme resulting in students achieving a deeper approach to learning.

9. Online pedagogy: authentic assessment tasks achieve authentic learning Authentic tasks can be integrated and applied across different subject areas and lead beyond domain-specific outcomes The assessment tasks and learning activities embraced and encouraged interdisciplinary perspectives which enabled diversity in roles, expertise and practice to be integrated into the construction of knowledge and understanding at the individual and collaborative group level. Further the assessment tasks and related activities encouraged diversity of outcomes, and were opened to multiple solutions stemming from the original context