This document discusses how smart devices can support authentic smart learning. It proposes using smart devices to create an authentic learning context that reflects real-world applications of knowledge. Learners can engage in authentic activities using smart devices to prepare, receive feedback, and reflect on their work. Smart devices also allow learners to observe expert performances, consider multiple perspectives, and collaboratively construct knowledge. They can facilitate reflection, articulation of ideas, and coaching/scaffolding to support the learner. Authentic assessment involves learners applying their knowledge to real-world tasks and producing evidence of their learning.

1. Smart Learning
Andrew Middleton, L&T Exchange 2015, SHU

2. Smart Learning
Andrew Middleton, L&T Exchange 2015, SHU
AUTHENTIC SMART LEARNING
Usingan authentic learningframework to challengeour thinking
 Principle: smart devices create a new and different learning environment - therefore we are looking for
what we can do differently
AN AUTHENTIC CONTEXT
THAT REFLECTS THE WAY
THE KNOWLEDGE WILL BE
USED IN REAL LIFE
Smart devices help the
academic changethe way
learners engage - rethink
 Who is involved - who is
doing what, with whom
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,..
AUTHENTIC ACTIVITIES
Smart devices help the learner
 Prepare for action
 Use feedback to inform
action
 Tackle parts of a task
 Tackle a series of
activities
 Generate feedback on
activities
 Record and reflect in and
on activities
 Share the outcomes of
activities
EXPERT PERFORMANCES
AND THE MODELLING OF
PROCESSES
Smart devices help the learner
 Observe process
 Follow a process
 Evaluate a process
 Compare approaches
 Improve a process
MULTIPLE ROLES AND
PERSPECTIVES
Smart devices help the learner
to think about 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, or unexpected
COLLABORATIVE
CONSTRUCTION OF
KNOWLEDGE
Smart devices create
 An alternative learning
space
 A complimentary
learning space
 Storage space
 Communication channels
 Reference space
 Test space
 Access
REFLECTION
Smart devices supportlearner
reflection
 On practice - after the
event
 In practice - alone or
with others for
continuous improvement
 As practice - scholarship,
evidence informed,
meta-engagement, self-
regulation, fostering
independence
ARTICULATION
Smart devices supportlearner
performance
 Speaking - clearly,
succinctly, usefully, or
for note making
 Writing - academic or
professional, or note
making or drafting
 Recording - 'gathering'
ideas, information and
data
 Presenting - rehearsing,
producing, delivering,
collating
 Reporting - structuring,
summarising
 Listening - following,
information
COACHING AND
SCAFFOLDING
Smart devices support the
learner or group by
 Providing 'just-in-time'
information and
guidance
 Capturing and managing
data
 Connecting
AUTHENTIC ASSESSMENT
Smart devices supportthe
learner or group to
 Carry out a task
 Draw upon, involve or
change 'real life'
 Use knowledge that is
constructed or applied
rather than recalled or
recognised
 Act as a central character
 Directly use or produce
evidence