Authentic Learning Task

Nicki Baker Karen Bond Janneke Markovic Amy Smiles Amanda Ulyatt

EDN113 Living and learning with technology Task 3: Teaching and learning technologies

The Kelly Gang Wiki

Task 3: Teaching and Learning TechnologiesThe Year 3 Ned Kelly Authentic Learning Task developedEnd user: Education ProfessionalsPublished online through WikiSpaces The Kelly Gang

Task 3: Teaching and learning technologies required the development of an authentic learning task through co-operative group work. The Authentic Learning Task was designed for a specific student year group for use by peer professionals and their students through WikiSpace technology. From this, The Kelly Gang was formed.2Initial face to face communication: Clarified the taskAssigned tasks to individual group membersAgreed on most appropriate forms of communication

Collaborative Learning

Initially our group met face to face and discussed what we understood Authentic Learning to mean, and agreed:

Authentic learning is a pedagogical approach that allows students to explore, discuss, and construct concepts about a real-world problem and that result in the presentation of a product.

We discussed all aspects of the Authentic Learning Task and broke the task down into components. Each group member nominated the task component they wished to work on. Through consensus, each member was assigned an area of expertise.3All members of The Kelly Gang regularly used the synchronous communication technology of Skype Instant Messages (IM)to share and discuss ideas.

Collaborative Learning

Through the use of online technologies, the Year 3 Ned Kelly Authentic Learning Task was collaboratively developed and produced with minimal face to face contact between group members.

This was achieved by combining asynchronous and synchronous online communications.

All members of The Kelly Gang regularly used the synchronous communication technology of Skype Instant Messages, and less frequently, mobile phone text messaging was used. The group usedSkype to share and discuss ideas, links to newly discovered resources, share progress updates, clarify task requirements and deadlines, and provide encouragement and support throughout the task.

4Asynchronous communication:Gmail Google Docs

Collaborative Learning

Asynchronous communication was conducted through Google's portal by Gmail and Google Docs. Through review features of Microsoft's PowerPoint Presentation software, the group was able to share comments on the task progress and suggest editing tips, and email the PowerPoint Presentation for final edit and narration.

5Integrated Curriculum Approach incorporating the ACARA Learning Areas:EnglishTechnologiesHistoryThe ArtsMathematics

ACARA website: http://www.acara.edu.au/Australian Curriculum, Assessment, and Reporting Authority (ACARA)

The Year 3 Ned Kelly Authentic Learning Task integrates the ACARA learning areas of English, Technologies, History, The Arts, and Mathematics.

Amanda researched the ACARA website to determine relationships between the Australian Curriculum and the Year 3 Ned Kelly Authentic Learning Task.

From this, we ascertained a clear understanding and appreciation of expected capabilities of year 3 students, and tailored our Authentic Learning Task accordingly.

6Physically sourced resources from the Murdoch Universitys Rockingham campus libraryOnline searches with:Google Google Scholar YouTubeTeacher TubeLearning FederationMurdoch Library Find It toolTeacher Resources

Through collaborative research, The Kelly Gang generated a pool of teaching resources suitable for the expected capabilities of Year 3 students, and supported the ACARA statements.7Physically sourced resources from the Murdoch Universitys Rockingham campus libraryOnline searches with:Google Google Scholar YouTubeTeacher TubeLearning FederationMurdoch Library Find It toolage range and suitability

Student Resources

(Bond, 2012)

The student resources included in The Year 3 Ned Kelly Authentic Learning Task were selected for demonstrating engagement, purpose, and provision of learning extension opportunities complementary to the Authentic Learning Task.

8To create a Podcast of an alternative ending to Ned Kelly's story to use with MP3 technologies, and present the Podcast as a class gift to the library at a Parent and VIPs Presentation Evening held during Book Week in term three. The Authentic Learning Task

Over the term students will explore the history of Australias famous bush ranger, Ned Kelly. Students are provided with learning opportunities to work both individually and in small groups to complete sequential tasks, which culminate to produce the final product. 9What is a Wiki?Online social networking technology.Facilitates online learning through interactivity.CreativeCommons.Multiple author contributions. The Kelly Gang WikiSpace

A Wikispace is an online social networking technology used to convey topical information between interest groups. Wikis facilitate online learning through interactivity between the Wiki author and the reader.

The Wiki reader is able to contribute additional information to the authors contributions.

All text entered into a Wiki is subject to CreativeCommons rights.

10Navigation similar to word processing programmeFacilitates collaboration and co-operationPages edited or addedNavigating WikiSpaces

Navigating the wiki space is somewhat similar to that of a word processing programme to used to create a document, such as Microsofts Word, Apples Pages or Google Docs.

Within The Kelly Gang, each member was assigned an expert role and made responsible for designing and producing the Wiki page for the area of expertise. 11Finally after a steep learning curve filled with frustration, laughs and a few tears

The Kelly Gang

Authentic Learning Task for Year 3 students Authentic ContextLength: 10 weeksComplex activities including researchExplicit goalsReal world relevanceFinal product achieved by interconnected, sequential lessons Herrington, J. (2012) Personal Communication

The Finished Product

The final product of the Year 3 Ned Kelly Authentic Learning Task demonstrates many characteristics of an Authentic Task. Students are able to engage in an open ended task, with explicit goals over a full school term, which facilitates meaningful engagement with the topic, resources, and research. The Authentic Context of the task adds greater sense of purpose with the opportunity to present the final product as a class gift to the school community through the library, and launching the Podcast at a Parent and VIPs Presentation Night which coincides with Book Week.

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