Miriam’s Blog

Authentic Learning- Herrington and Kervin

July 16, 2009

Mindmap- Summary of Main Points

Notes:

These were added to the mindmap and then exported as .pdf. Apologies if the formatting is a bit yeuch.

1. Herrington and Kervin: Authentic Learning supported by technology
Cognitive tools- those needed by the learner to serve cognitive apprenticeships.
Teachers must plan carefully if they are to create learning that is authentic and pedagogicallyappropriate.
2. Technology must be used by students if they are to learn.
Students need to be using the technology in order to grow cognitively. Technology should be
used as a “cognitive partner” (Jonassen)
3. Technology used by teachers only is not extending students
4. Cognitive apprenticeship as an authentic way of learning
Collins, brown and Newman- cognitive apprenticeship. Learners need access to a variety of
models, giving broader understanding, they have constant access to these models, they have
opportunities to observe other learners with varying degrees of skill.
5. Characteristics of authentic learning envts:
1. Provide authentic contexts reflecting how knowledge will be used in real life
2. Authentic activities
3. Access to experts and modelling
4.Incopporate multiple roles and perspectives
5.Support collaboration
6. Support reflection
7. Support articulation of the learning
8. Incorporate coaching where needed, scaffolding, fading
9. Provide authentic, integrated assessment for learning within tasks.
10. Incorporate these into learning design
Examples

Authentic contexts-
Murder Under the Microscope
Authentic project, facilitated by technology and making it easier for students to engage
conceptually with the project
Authentic activities.
Collaborate with a class overseas and plan a trip to Australia. No answers at the outset and
lots of authentic research required. Technology is the backbone of the collaboration.
Also a lot of the advertised competitions encourage use of technology to create e.g a short video
Expert performances
Example of podcasts given as models. As time goes on, students could develop. Also example of
simulations given. This is kind of what is happening with Skoolaborate in MLC Burwood and with Quest Atlantis.
Multiple roles and perspectives
Example suggests using a variety of sources when researching from word of mouth to books to
visits, Internet research etc. Also worth evaluating the various sources
Reflection
Google sites as perfect example- can be independent or collaborative
Collaboration
Articulation
Great for thinking to articulate and clarify our thinking through talking. Example asked students to create a resource
they would present orally to others about something they did not fully understand. Students could
find a range of ways of communicating – kind of like the sculpting example Papert talks of- student
visually represents and articulates understanding of a scientific concept
Coaching/scaffolding
Example was teacher demo of tracking changes in Word.
Integrated authentic assessment
Assess as part of task, not by means of a test afterwards.e-portfolio given as example

Entry Filed under: 2009 Journal, General, UTS. .