The document discusses a case study on the 'brain game', a constructivist learning activity designed to enhance 21st century skills through the 'mantle of the expert' pedagogy. It highlights how the activity promotes authentic learning experiences, collaboration, and technology use among students aged 13-14 in various secondary schools in Dublin. The findings suggest that participants developed key skills in leadership, communication, and project management through engaging in real community projects.

1. Constructivist Learning and Mantle of the Expert Pedagogy
A Case Study of an Authentic Learning Activity,
the “Brain Game”, to Develop 21St Century Skills in Context
Grace Lawlor & Brendan Tangney
grace@bridge21.ie tangney@tcd.ie
Centre for Research in IT in Education,
School of Education and School of Computer Science & Statistics
Trinity College Dublin, The University of Dublin, Ireland
<CSEDU Conference April 2016> slideshare.net/tangney/csedu16-mantle

2. Trinity College Dublin, The University of Dublin
21st Century Learning
“The European framework for key competences sets out the knowledge, skills
and attitudes required in the knowledge society that should be placed at the
core of competence development in schools”.
Improving Competences for the 21st Century, European Commission (2008)

3. Trinity College Dublin, The University of Dublin 3
Irish Secondary School Education
Year 1
•Age ~13 – Junior Cylce
Year 2
•Age ~14 – Junior Cycle
Year 3
•Age ~ 15 – Junior Cycle
•State Examination – Junior Certificate
Year 4
•Age ~16 – Transition Year – flexibilty in curriculum
Year 5
•Age ~17 – Senior Cycle
Year 6
•Age ~ 18 – Senior Cylce
•HIGH STAKES STATE EXAMINATION
•Grades are sole requirement for entry to 3rd level

4. Trinity College Dublin, The University of Dublin
Educational
system/context
Teacher professional
development and pre-
service education
Evidence base
Develop activities
& design principles
Train students
Model of
21st T&L
Bridge21
Longitudinal
Design Based Research
Initiative in Trinity
College Dublin
(Anderson 2012)

5. Trinity College Dublin, The University of Dublin
Educational
system/context
Teacher professional
development and pre-
service education
Evidence base
Develop activities
& design principles
Train students
Model of
21st T&L
Presentation Focus
Students & Authentic Learning
Bridge21 Model of 21sT&L
Authentic Learning – The Brain Game
Reaction of Students

6. Trinity College Dublin, The University of Dublin
The Bridge21 Pedagogical Model
(Lawlor et al 2015, Johnston,
Conneely et al 2015)

7. Trinity College Dublin, The University of Dublin
Bridge21 Model of Groupwork

8. Trinity College Dublin, The University of Dublin
Project Based Learning for 21st Century Skills
Development
The Project Based Learning approach lends itself to the acquisition of
21st Century Skills such as collaboration and problem solving. (Bell,2010)
BUT
“So we need to train our teachers to structure for a learning situation to
happen rather than a sharing of information in a “final” way to take
place. We will have to train them to withhold their expertise to give
their students opportunity for struggling with problems before they
come to teachers knowledge and reach an answer because of the work
they do rather than the listening they have done.” (Heathcote D, &
Bolton 1994)

9. Trinity College Dublin, The University of Dublin
Authentic Learning Project Based Learning
Real-life, complex problems
(Herrington, Oliver and Reeves, 2003;
Lombardi 2007)
Complex tasks based on a problem or
challenge
(Jones, Rasmussen and Moffitt 1997)
Collaborative learning
(Herrington, Oliver and Reeves, 2003)
Collaborative learning
(Diel, Grobe, Lopez and Cabral, 1999)
Multiple information sources
(Herrington, Oliver and Reeves, 2003)
Use of real world content within
project (Moursund, 1999)
Deliverable product
(Herrington, Oliver and Reeves, 2003)
Deliverable outcome
((Jones, Rasmussen and Moffitt 1997)

10. Trinity College Dublin, The University of Dublin
Mantle of the Expert
• Inquiry based approach to teaching and
learning from field of drama studies
(Heathcote, 1994)
• Students reach learning outcomes by
assuming roles as “experts” within an
imagined enterprise
• Problems are always framed as
professional tasks so that learning has
relevant and immediate purpose
(Aitken, 2013)
• Typically used in Primary school settings

11. Trinity College Dublin, The University of Dublin
The Brain Game – Mantle of the expert role play
compressed time sequence
Brain
Game
Role play
through email
Ill defined
problem
Sustained
pressure and
challenge
Collaborative
Working
Real
information
Sources
Authentic
Deliverables

12. Trinity College Dublin, The University of Dublin
Brain Game in Practice…
Brain Team

13. Trinity College Dublin, The University of Dublin
Implementation – Through Email

14. Trinity College Dublin, The University of Dublin
Research Study

15. Trinity College Dublin, The University of Dublin
Context – Social Outreach Project
• Leadership
training
workshops
• 11 Dublin
Schools
• 150 Students
aged 13-14
Training Students To Embark On A Community Based Project

16. Trinity College Dublin, The University of Dublin
Implementation – Two Workshops
• Icebreakers
• Brain Game-
directed project
themes
• Discussion
• Post Workshop
Questionnaire
• Project pitches
• 2nd Brain-
Game with real
community
project ideas
• Discussion
• 2nd Post
Workshop
Questionnaire
2 Months

17. Trinity College Dublin, The University of Dublin
An Authentic Learning Experience
The Brain Game - The Task Stage 1
• Teams presented with Broad Topics
a) Helping the Elderly
b) Anti-Social Behaviour
c) Healthy Living
• Teams asked to plan 3 events/initiatives to
promote awareness of topic
• Deadlines set for deliverables at close of
each “month” e.g: report made, venue
booked, budget proposals
• All external communications for project via
email through a “Brain” (Teacher in role)
October
30 Mins
November
30 Mins
December
30 Mins
January
30 Mins

18. Trinity College Dublin, The University of Dublin
An Authentic Learning Experience
The Brain Game - The Task Stage 2
• Two months later
• School groups decide on own topics
and events prior to “Brain Game”
• “Brain Game” played again
• At end of task students prepare a
presentation on their chosen
project, challenges and experiences
during task.
February
30 Mins
March
30 Mins
April
30 Mins
May
30 Mins

19. Trinity College Dublin, The University of Dublin
Research Questions
1. How did the use of technology enhance the Brain Game
intervention?
2. Which distinct skills were addressed and developed during
the intervention?
3. How authentic was the experience for participants in relation
to the real community projects they faced?
Questions

20. Trinity College Dublin, The University of Dublin
Data Collection Time Line

21. Trinity College Dublin, The University of Dublin
Analysis

22. Trinity College Dublin, The University of Dublin
Perceived Value of Experience
• Likert choice question with open response in post-workshop 1 and
2 questionnaires, 118 (n=123) answered “Valuable” or “Very
Valuable”
“Great questions by Brain like real life”
“It helps you to be a better leader, to communicate with others and to
organise things”

23. Trinity College Dublin, The University of Dublin
Use of Technology
• When asked how useful they considered the application of technology in
both workshops 111 (n=123) participants chose “Very Useful” or “Useful”
• Prevalent theme was “use of email” which could refer to either basic
application or email as a skill in formal correspondence.
“It´s how you communicate with companies.”
“We had access to a lot of useful information and we could make better decisions
with this.”
“We needed to estimate the prices of things we needed to get.”

24. Trinity College Dublin, The University of Dublin
Skills Development
• Analysis of Stage1 data suggested that students perceived themselves as
developing skills in four areas
Leading a
project
Using
computers to
manage
projects
Teamwork
Presentation
Skills

25. Trinity College Dublin, The University of Dublin
Skills Development Continued
• In Stage2 questionnaires participants indicated on a likert scale how
to what extent they felt they had developed identified skill (n=123).

26. Trinity College Dublin, The University of Dublin
Key Findings of Study
• Findings of this study suggest that the “Brain Game”
intervention afforded participants an authentic
opportunity to develop key 21C skills in collaboration,
communication, technology literacy and leadership.
• Focus group interviews suggest that “Brain Game”
intervention served as an impetus for developing skills
and experience for real community projects.

27. Trinity College Dublin, The University of Dublin
Limitations and Future work…
• Relies on self-reporting by students
• Limited to one context, advanced study
would apply the intervention to a number
of learning contexts for greater validity to
findings
• Scope to gather more data from students
and examine the “Brain Game”
intervention within the context of ongoing
TA21 research project

28. Bibliography

29. Trinity College Dublin, The University of Dublin
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