Course Management Systems for Learning: Beyond Accidental Pedagogy

Chapter 11. Pushing the Envelope: Designing Authentic

Learning Activities Using Course Management Systems

CMS AUTHENTICLearning Activities

Distributed forms of interactions (distributed across space, time, and various media using tools that promote higher-order thinking, enhance social learning, and sustain motivation)

a. instantaneous access to global resources b. coupling experts from around the world with

novices c. publishing to a world audience d. virtual field trips e. communicate with a diverse audience f. share and compare information, negotiate meaning,

and co-construct knowledge

Research- indicates that a distributed or blended learning model has the most impact on students achievement http://superherosquad.marvel.com/create_your_own_comicPosted by digidoug

Concerns a. limitation of CMS is inability to effectively accommodate

multiple and alternative forms of student knowledge representation and authentic assessment which are fundamental to principles of constructivist learning

b. the course templates and structures of CMS appear to make implementing constructivist or learner centered practices more difficult than implementing objectivist or teacher-directed instructional practices

c. problem with tendency to use only the most obvious and easily accessible components and features

d. lack of pedagogical advisement and support to ensure online course developers and instructors are current on teaching research and course design

Solutions a. rethink teaching approaches and course

design based on current research on distributed and online learning

b. comprehensive examination of the features and components of CMS and the mindful integration of the instructional and learning task

c. goal- flexible and effective pedagogical designs that promote learner-centered practice and meaningful learning.

Pedagogical Features of Course Management Systems

Collaborative and Communication Tools

a. asynchronous communication tools 1. e-mail 2. threaded discussion forums 3. bulletin boards

b. synchronous communication tools 1. virtual chat 2. electronic whiteboards 3. instant messaging 4. screen sharing 5. audio and video conferences

Group tools:1. support both asynchronous and synchronous communication2. support both formal and informal types of group activities

1. group discussion forums 2. virtual chat areas 3. file exchange tools 4. group posting areas 5. break out sessions

Group Tools

Content Creation and Delivery Tools

• tools for learners to contribute course content, submit assignments, and interact with course resources

• student content creation tools allow students to post their assignments, reflection journals, and solutions to case studies

Administrative Tools

• tools to manage students and student information

• tools to manage teaching assistants and providing guest access

• tools to manage group work • student presentation tools can be considered a

content creation tool and delivery tool from a student standpoint and an administrative tool from an instructor standpoint

Learning Tools

Enable learners to interact meaningfully with course content 1. process content 2. organize learning experiences 3. manipulate content online 4. create personalized experiences during the learning process 5. annotate text while exploring course content 6. take notes online 7. link information 8. build a personal folder of relevant material

Types of Learning Tools Embedded in CMS

1. collection tools such as bookmarks and personal folders

2. expository tools such as journal-type note taking tools

3. exploratory tools such as open-ended search tools

4. scaffolding tools such as glossary, help tools, index, course map

Assessment Tools

a. assessment tools that are objectivist in nature such programmed quizzes that can be electronically scored and provide instant feedback

b. comprehension essay-type tools- are more subjective in nature and can be used to assess higher-order learning skills

c. self-assessment tests

Self-Assessment Tests are an example of authentic assessment allowing students to monitor their own comprehension and learning

1. can be implemented using content creation and delivery tools

2. peer assessment activities by developing rubrics for assignments, posting rubrics, and requiring students to evaluate each other's work

3. instructors can promote self-assessment by requiring students to submit reflections journals and create electronic portfolios

AUTHENTIC ASSESSMENT

credit: www.ioxassessment.com/index.php?cPath=37http://a100educationalpolicy.pbworks.com/w/page/4076732/Policy-Research:-Authentic-Assessment

Tracking Features

1. number of times students access a course 2. content pages students access 3. time students accessed pages 4. number and times of postings per student 5. search discussion forums by student name

6. learners can also track their progress and

grades

Designing Authentic Learning Tasks Using CMS

Authentic learning tasks are anchored in a realistic setting and place the focus on problem solving rather than learning a body of content and should be the primary consideration of online learning developers when designing distributed forms of interactions using CMS.

Attributes of authentic learning tasks include: a. embedding learning in complex, realistic, and relevant

contexts b. providing for social negotiation and collaboration as an

integral part of learning c. supporting multiple models of knowledge representation d. providing the opportunity to examine the learning task from

different perspectives using a variety of resources e. encouraging ownership in the learning process f. providing the opportunity for reflective thinking, self-

evaluation, and self-monitoring g. allowing competing solutions and diversity of outcomes

Three types of learning tasks:

• Exploratory• Dialogic• Supportive

Exploratory Learning Tasks

a. based on discovery learning or inquiry-based learning

b. examples: problem solving, explorations, hypothesis generation, role playing

c. allows learners to try out different strategies and hypotheses and observe their effects

Dialogic Learning Tasks-• emphasize social interaction through

dialogue and conversation, assists learners in construction of new knowldge primarily through dialogue

• In collaboration and social negotiation the goal is to share different viewpoints and ideas and to collaborate on probelm solving. Groups are formed to provide variation in classroom activities, share work-loads, and promote peer tutoring.

Dialogic Learning Tasks include:

a. reflection- learning toolsb. articulation- collaboration and

communication toolsc. collaboration and social negotiation-

collaboration and communication toolsd. multiple perspectives- content creation

and delivery tools

Supportive Learning Tasks

• enacted by the expert, instructor, or embedded performance support system with the goal of modeling the desired performance, skill, or process and observing and supporting learners during the execution of a learning task

Supportive Learning Tasks include:

a. modeling and explaining- learners can experience an expert's cognitive processes and mode of thinking

b. coaching- a good coach motivates learners, monitors and analyzes performance, provides feedback, and promotes reflection and articulation on new information learned

c. scaffolding- supporting novice learners by limiting the complexities of the context and gradually removing or fading support as the learner gains knowledge, skills, and confidence

Implications 1. authentic learning tasks are aimed at

enabling the online course developer and instructor to design learner-centered or constructivist practices that engage learners in meaningful learnings

2. the inclusion of learner tools in CMS, allows online learning environments to be increasingly learner-centered

Reference: Course Management Systems for Learning: Beyond Accidental Pedagogy McGee, P.; Carmean, C., & Jafari,A. 2005

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