Guidelines for Implementing Authentic Tasks in Web-Based Learning Environments

2 Agenda 1.Describe the rationale for using authentic tasks in web-based learning environments. 2.Describe practical design guidelines for implementing authentic tasks. 3.Answer questions.

3 Poll: Why aren’t authentic tasks more widely used in higher education? 1.Lack of time 2.Lack of resources 3.Lack of models 4.Faculty not rewarded for teaching 5.No effectiveness data 6.Student resistance 7.Technological barriers 8.Other

Authentic tasks are the key to successful Web-based learning environments.

5 NSSE Active, collaborative learning Student faculty Interaction High Academic Challenge Continuous Timely Feedback Time On Task

6 21st Century Outcomes –Access and use information –Communication skills –Demonstrate understanding –Apply rules and procedures –Be creative –Think critically –Make sound judgments –Problem-solve –Commit to life-long learning –Exhibit intellectual curiosity

7 Assessment drives learning in higher education.

8 If it hasn’t been assessed, we can’t assume that it has been learned.

9 Authentic Learning for the 21st Century: An Overview design activities that match the real-world tasks of professionals complex, ambiguous, and multifaceted tasks requiring sustained investigation reflection, self-assessment, and performance review required teamwork essential authentic learning affects the world beyond the classroom by making real contributions Lombardi Oblinger

10 Reeves, Herrington, Oliver

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12 Authentic Tasks Design Elements 1. Real world relevance 2. Ill-defined and complex 3. Sustained effort over time 4. Multiple perspectives 5. Collaboration 6. Reflection 7. Interdisciplinary 8. Articulation with assessment 9. Polished products 10. Competing solutions

13 1. Authentic tasks take place in a context with real world relevance. A physical or virtual environment that reflects the way knowledge will be used in real-life

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15 Authentic context A design that preserves the complexity of the real-life setting Provides the purpose and motivation for learning Ideas can be explored at length in the context of real situations

16 Tasks and activities approximate the complexity and ill-structured nature of the real world. 2. Authentic tasks are ill-defined and complex.

17 Authentic complex tasks Require production of knowledge rather than reproduction Complex and ill-defined tasks are inherently motivating

18 Authentic tasks can take place over weeks, a whole semester, or even multiple courses. 3. Authentic tasks take considerable effort and time to complete.

19 Authentic time and effort Learners recognize scope and magnitude of the authentic task Extensive planning Project management skills

20 The task affords opportunities to examine problem from a variety of theoretical and practical perspectives, rather than a single perspective that learners must imitate. 4. Authentic tasks require learners to examine multiple perspectives.

21 Multiple perspectives Not just a single “textbook” perspective Sufficiently rich resources sustain repeated examination from different points of view Powerful search tools foster range of views

22 Collaboration is integral to the task, both within the course and the real world, rather than achievable by an individual learner. 5. Authentic tasks afford opportunities for real collaboration.

23 Collaboration Teams or pairs rather than individuals Collaboration encouraged through technology Tasks require collaboration, not just cooperation

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25 Tasks should enable learners to make informed choices and reflect on their learning both individually and socially. 6. Authentic tasks provide the opportunity to reflect.

26 Reflection Opportunities to reflect in online journals and diaries Not just solitary - should be a two-way process with feedback Encourage acting upon reflection

27 Authentic tasks encourage interdisciplinary perspectives and enable diverse roles beyond the boundaries of a specific field. 7. Authentic tasks can be integrated across different subject areas.

28 Interdisciplinary Instructor’s role is supporting rather than didactic Collaboration where more able partners can assist is fostered Accessing outside expertise is encouraged

29 Assessment is integrated with the task rather than as separate abstract testing. 8. Authentic tasks are seamlessly integrated with assessment

30 Authentic assessment Seamless integration of assessment and task Opportunities to craft polished performances Significant time and effort in collaboration

31 Authentic tasks culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else. 9. Authentic tasks allow students to create polished products valuable in real world.

32 Polished products Products have real value for clients and other stakeholders Products often lead to learning opportunities outside formal courses

33 Authentic 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. 10. Authentic tasks allow competing solutions and diversity of outcomes.

34 Diversity of Outcomes Public presentation of problem solutions to enable defence of position and ideas Presentations to class members, clients, or public at large

35 It’s the task that matters most!

36 Poll: What design feature is most difficult to include? 1. Real world relevance 2. Ill-defined and complex 3. Sustained effort over time 4. Multiple perspectives 5. Collaboration 6. Reflection 7. Interdisciplinary 8. Articulation with assessment 9. Polished products 10. Competing solutions

37 Increase the challenge of higher education learning environments

38 Aim for and assess higher order outcomes

39 Teaching with technology works when learning tasks are authentic! Keep it real.

40 We already know that learning with technology works as well as face-to-face instruction.

41 Literature reviews show “no significant differences”

42 Tallent-Runnels et al “Teaching Courses Online: A Review of the Research Major conclusion: “… overwhelming evidence has shown that learning in an online environment can be as effective as that in traditional classrooms.”

43 Is “just as good” good enough?

44 Change begins with us.

45 Thank You! Professor Tom Reeves The University of Georgia Instructional Technology 604 Aderhold Hall Athens, GA USA

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