Activity+1

Discuss which of the 10 characteristics of authentic learning you think is most critical in an e-learning environment. Support your reasoning for this selection. Give an example of how you could incorporate this characteristic in an online course at your particular learning organization.
 * **Activity 1: Authentic Learning**

Authentic Learning Authentic learning typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of practice. When a learner is in an environment that is relevant to what is being learned, the likelihood for effective engagement is high. Learning-by-doing is considered to be one of the most successful ways to learn (Lombardi, 2007). Indications are that this type of hands-on, participatory learning is particularly important for students who may not be highly engaged by more traditional lecture environments. The use of authentic activities within e-learning environments has been shown to have benefits for learners (Herrington, Oliver, & Reeves, 2002). According to Reeves, Harrington, & Oliver (2002), the following characteristics define authentic activities: 1) Authentic activities have real-world relevance, 2) Authentic activities are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity, 3) Authentic activities comprise complex tasks to be investigated by students over a sustained period of time, 4) Authentic activities provide the opportunity for students to examine the task from different perspectives, using a variety of resources, 5) Authentic activities provide the opportunity to collaborate, 6) Authentic activities provide the opportunity to reflect, 7) Authentic activities can be integrated and applied across different subject areas and lead beyond domain-specific outcomes, 8) Authentic activities are seamlessly integrated with assessment, 9) Authentic activities create polished products valuable in their own right rather than as preparation for something else, and 10) Authentic activities allow competing solutions and diversity of outcome. These characteristics provide educators with a helpful checklist that can be tailored to any subject matter in any learning environment – face-to-face, hybrid, or online. Colleges and universities across the country are turning to authentic learning practices and putting the focus back on the learner in an effort to improve the way students retain and transfer knowledge. While all ten characteristics are important, in an e-learning environment it is critical that authentic learning activities are designed to provide students the opportunity to collaborate and reflect. Collaboration enhances learning outcomes and reduces the potential for learner isolation that can occur in the online environment. According to Clark and Mayer (2003), collaborative learning benefits from group assignments that are structured around either products or processes. By learning together in a learning community, students have the opportunity to extend and deepen their learning experience, test new ideas by sharing them with a group, and receive critical and constructive feedback. The likelihood of successful achievement of learning objectives and achieving course competencies increases through authentic collaborative activities. The ways in which collaboration can be used online are limitless. For example, students in online Learning with Technology course might work in small groups to create a unit plan to solve a classroom scenario. Students learn by experiences by allow them to absorb, do and interact. In addition, they also learn by reflecting on such experiences (Dewey, 1933). In an online environment, learners should be given the opportunity and time to reflect on what they have learned, how they have learned it, as well as internalize the information (Barkley, Cross & Major, 2005). Reflections begin as an internal process within the individual learner. However, written reflections can become dialog with classmates, who, with their differing perspectives can promote a deeper understanding and learning. Embedded questions on the content can be used throughout a course to encourage learners to reflect on and process the information in a relevant and meaningful manner; or learners can be asked to generate a learning journal during the learning process to encourage reflection and processing. Eportfolios provide a powerful vehicle in which students can collect and organize their artifacts that result from engaging in challenging, real-life tasks, and write reflections on what each piece means and how it relates to other items. References Barkley, E. F., Cross, K. P., & Major, C. H. (2005). //Collaborative learning techniques: A handbook for college faculty.// San Francisco, CA: John Wiley & Sons, Inc. Clark, R. C., & Mayer, R. E. (2003). //E-learning and the science of instruction.// San Francisco, CA: Pfeiffer. Dewey, J. (1933). //How we thing: A restatement of the relation of reflective thinking to the educative process.//    Boston: D.C. Heath. 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://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.971&rep=rep1&type=pdf Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview [White paper]. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3009.pdf Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In //Quality Conversations, Proceeding of the 25th HERDSA Annual Conference// (pp. 562-567. Milperra, Australia: Higher Education Research and Development Society of Australasia, Inc.  ||