Guidelines for Implementing Authentic

Tasks in Web-Based Learning Environments

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Agenda1. Describe the rationale for using

authentic tasks in web-based learning environments.

2. Describe practical design guidelines for implementing authentic tasks.

3. Answer questions.

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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.

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NSSE

Active, collaborative

learning

Studentfaculty

Interaction

HighAcademic Challenge

Continuous

Timely

Feedback

Time On

Task

http://nsse.iub.edu

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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

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Assessment drives learning in higher education.

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

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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

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http://www.authentictasks.uow.edu.au/

Reeves, Herrington, Oliver

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http://www.authentictasks.uow.edu.au/

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Authentic Tasks Design Elements1. 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

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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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http://iml.dartmouth.edu/

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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

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Tasks and activities approximate the complexity and ill-structured nature of the real world.

2. Authentic tasks are ill-defined and complex.

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Authentic complex tasks• Require

production of knowledge rather than reproduction

• Complex and ill-defined tasks are inherently motivating

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Authentic tasks can take place over weeks, a whole semester, or even multiple courses.

3. Authentic tasks take considerable effort and time to complete.

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Authentic time and effort• Learners

recognize scope and magnitude of the authentic task

• Extensive planning

• Project management skills

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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.

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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

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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.

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Collaboration

• Teams or pairs rather than individuals

• Collaborationencouraged through technology

• Tasks require collaboration, not just cooperation

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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.

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Reflection

• Opportunities to reflect in online journals and diaries

• Not just solitary - should be a two-way process with feedback

• Encourage acting upon reflection

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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.

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Interdisciplinary

• Instructor’s role is supporting rather than didactic

• Collaboration where more able partners can assist is fostered

• Accessing outside expertise is encouraged

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Assessment is integrated with the task rather than as separate abstract testing.

8. Authentic tasks are seamlessly integrated with assessment

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Authentic assessment

• Seamless integration of assessment and task

• Opportunities to craft polished performances

• Significant time and effort in collaboration

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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.

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Polished products

• Products have real value for clients and other stakeholders

• Products often lead to learning opportunities outside formal courses

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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.

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Diversity of Outcomes

• Public presentation of problem solutions to enable defence of position and ideas

• Presentations to class members, clients, or public at large

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It’s the task that matters most!

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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

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Increase the challenge of higher education learning environments

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Aim for and assess higher order outcomes

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Teaching with technology works when learning tasks are authentic!

Keep it real.

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

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Literature reviews show “no significant differences”

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Tallent-Runnels et al. 2006 - “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.”

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Is “just as good” good enough?

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Change begins with us.

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Thank You!Professor Tom Reeves

The University of Georgia

Instructional Technology

604 Aderhold Hall

Athens, GA

30602-7144 USA

treeves@uga.edu

http://it.coe.uga.edu/~treeves

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