Designing an authentic blend: Development of a real-life learning environment for higher education Tara Smith & Jen

1. Designing an authentic blend: Development of a real-life learning environment for higher education Tara Smith &Jenni Parker

2. Introduction ….. in the 21st century world, content is so abundant as to make it a poor foundation on which to base an educational system; rather, context and meaning are the scarce but relevant commodities today. (McCombs & Vakili 2005, p. 1582).

3. 21st century workplace • A more student-centred learning approach that includes pedagogical techniques such as online collaboration, case-based learning and problem based learning (Kim & Bonk, 2006) will better prepare graduating university students for the first century workplace.

4. I cannot teach anybody anything, I can only make them think • Socrates Authentic Learning Authentic tasks that encourage and support student engagement and immersion in a cognitive real environment can facilitate self-directed and independent learning (Herrington, 2006),

5. New Technologies • are transforming every aspect of work • routine everyday tools in modern workplaces • opportunity to create engaging learning experiences that replicate realistic workplace situations enabling better support for student transition to the workplace

6. 70% of tertiary students(20-24)are trying to combine part or full time job& study(ABS, 2008) Blended Learning According to the research blended learning environments should incorporate four key learning principles: • Relevance, • Authenticity • Interaction & • Reflection

7. Partial educational design research approach (like action research)iterative process This Study The aim of this study is to investigate the effectiveness of an authentic learning framework supported by new technologies for the design and implementation of a blended learning.

8. Research Questions Elements of authentic tasks? – self directed learning- portable skills- workplace ready Elements of authentic learning?- task engagement- collaborative learning Authentic blended learning model sustainable?

9. On Campus Off Campus On-campus Off-campus Authentic blended environment

10. Unit Design Herrington , Reeves & Oliver (2010) authentic learning framework

11. Scenario

12. ePortfolios

13. Learning & Assessment Tasks • Tasks based on real work situations • Sufficiently complex to ensure students utilised all concepts covered in the unit • Produce a quality solution that would be acceptable in the workplace. Herrington, Reeves & Oliver (2010) elements of authentic tasks

14. Teachers open the door, but you must enter by yourself - Chinese proverb Unit Implementation • Blended course enabled students to vary participation between on campus seminars and online learning • Some weeks on-campus workshop replaced with an online students activities

15. Unit Evaluation Data will be collected from multiple sources to develop a detailed understanding of student the experience. Teacher reflections authentic effective eportfolios qualitative Focus Group Skype chat Blogs Unit evaluation Online Survey Discussion forums quantitative

16. Conclusion An authentic blended learning environment: • Real-life experiences for higher ed students • Flexible learning options • Authentic assessments • Interactive, engaging and student centered Challenges: • Students used to teacher-centered classrooms • Diverse student cohort • Sustainable model for widespread use

17. References Smith, T., & Parker, J. (2011). Designing an authentic blend: Development of a ‘real-life’ learning environment for higher education. In: Eculture 2011, 9-10 November 2011, Edith Cowan University (Joondalup Campus), Perth http://edithcowan.academia.edu/JenniParker Images: Langwitchesflickr sets : http://www.flickr.com/photos/langwitches/sets/