Artificial is defined as something “made without regard to the particular needs of a situation, person…” (Dictionary.com, 2014). Authenticity, on the other hand occurs “not in the learner, the task, or the environment, but in the dynamic interactions among these various components…” according to Dueber (as cited in Herrington, et al., 2003). Yet, when looking at both definitions, teaching is commonly an artificial process. Newmann & Wehlage (1993) further confirm that students participate in artificial learning based education’s repetitive process of receiving and reciting information.
A shift from artificial learning through simulations to authentic learning which evokes deeper thinking, exploration and collaboration is necessary for true inquiry-based learning. Tasks with true authenticity facilitate the development of new problems based on research and the exploration of the initial query.
When I reflect on the learning activities I have created for my students, I begin to see flaws in the authenticity of the development, delivery and overall process which has made these tasks more artificial. Many of the hands-on math and science lessons I developed were simulated activities, created without student needs in mind, thereby reducing the authenticity and ability to transfer learning to new situations. The activities and projects, albeit fun and motivating, lacked critical thinking skills, access to experts and further questions to explore. Technology was included in few of these tasks and wasn’t anything more than a vehicle to produce a final product demonstrating evidence of learning.
After completing the readings this week, I have a clearer understanding of how to develop more authentic learning that support the interactions of students, their environment and the task. Both the 10 characteristics of authentic tasks outlined by Herrington, Oliver & Reeves (2003) and the 5 standards of authentic instruction explained by Newmann & Wehlage (1993) are useful resources to access when designing learning activities.
Yet, I am still unclear how technology fits with authentic learning beyond research, production, connection and contribution. If simulations are not true authentic experiences and more “let’s pretend” style activities (YouTube, 2014) then wouldn’t virtual laboratories and digital interactives be considered artificial? Is it the responsibility of the teacher to create authentic virtual interactives? Are programs already available? If so, what is the cost?
References
Artificial. (n.d.). Dictionary.com Unabridged. Retrieved August 02, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/
Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments.Australian Journal of Educational Technology, 19(1), 59-71. Retrieved from http://www.ascilite.org.au/ajet/ajet19/herrington.html
Newmann, F. M. & Wehlege, G. G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7), 8 -12. Retrieved from http://www.ascd.org/publications/educational-leadership/apr93/vol50/num07/Five-Standards-of-Authentic-Instruction.aspx
YouTube,. (2014). The Arts Curriculum and Teaching Practice. Retrieved 2 August 2014, from https://www.youtube.com/watch?v=0N1glGIHSPY
No comments:
Post a Comment