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AUTHENTIC E-LEARNING BY JANE HERRINGTON (Elements of Authentic Learning…

- - - - Collins (1988) defined situated cognition most simply as: “the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life”.
      - The proposed model of situated cognition, Brown et al. (1989b) argued that meaningful learning will take place only if it is embedded in the social and physical context within which it will be used.
      - They proposed the use of cognitive apprenticeships, a method designed to “enculturate students into authentic practices through activity and social interaction,” and based on the successful traditional apprenticeship model
        (Brown et al., 1989b
    - - 3 characteristics
        
        Apprentices often have several masters and have access to a variety of models of expertise leading to an understanding that there may be different ways to carry out a task, and that no one individual embodies all knowledge and expertise
        
        Learners have the opportunity to observe other learners with varying degrees of skill
        
        Learners have continual access to models of expertise-in-use against which to refine their understanding of complex skills
  - - - .
        
        Hummel (1993), talking about distance learning, rejected the idea that the program was “true” situated learning by virtue of the fact that it was computer-based: “Instructional designers who apply situated learning theory by implementation in electronic media should realize that they take an important step away from this theory . . . courseware becomes the learning environment and not the authentic situation”.
        
        Similarly, Tripp (1993) contended that computer-based simulations were not sufficient, and reiterated that “true expertise is learned by being exposed to experts”.
    - - McLellan (1994) summarised by pointing out that while knowledge must be learned in context according to the situated learning model, that context can be: the actual work setting, a highly realistic or “virtual” surrogate of the actual work environment, or an anchoring context such as a video or multimedia program.
- - - - characteristics:
        
        collaboration encouraged through technology
        
        tasks addressed to groups, not individuals
        
        team or pairs rather than individual
  - - - characteristics:
        
        not quite and solitary - often a two way process
        
        opportunities to reflect in online and mobile journals and diaries
        
        opportunities to make choices
  - - - example in online learning
        
        Data bases
        
        digital libraries
        
        powerful search engine
  - - - characteristics:
        
        public presentation of argument to enable defence of position and ideas
        
        e.g.: twitter comments
  - - - characteristics:
        
        access to learners in various levels of expertise
        
        opportunities for the sharing of narratives or stories
        
        access to the way an expert would think and act
        
        expertise is distributed
  - - - characteristics:
        
        teachers' role is supporting
        
        more able partners can assisst
        
        no attempt to 'transmit' knowledge
  - - - how to do?
        
        use the elements of the task to guide the creation of authentic assessment
      - characteristics:
        
        opportunities to craft polished performances
        
        significant students time and effort in collaboration with others
        
        seamless integration of assessment and task