2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact: Engaged Learning Project
Reflection:
For standard 2.3, which is concerned with authentic learning experiences, I chose the Engaged Learning project that I created for ITEC 7400, Twenty-First Century Teaching and Learning. For the Engaged Learning project, I was charged with designing a technology-enhanced learning experience with high level of technology integration and that would engender a high level of student engagement. In the process of creating the lesson, I used my prior knowledge about the Levels of Technology integration and about levels of student engagement that I had learned throughout the Twenty-first Century Teaching and Learning course.
The lesson involved in the project included as authentic a learning experience as I could create for my technology classes. The lesson is designed to leverage a possible educational partnership between our school and Noveillis, a producer of aluminum products. The lesson is also designed to dovetail with the STEM program at our school, particularly the 3D design and printing portion of that program. Finally, the lesson requires students to use real-world knowledge as well as scientific inquiry and knowledge about heat transfer and the properties of elements and materials. In the lesson, students conduct work in a similar fashion to that completed by research and development teams in the real world. Adding to the authenticity of the project is the fact that students are required to anticipate problems just as they would in the real world.
Standard 2.3 indicates that candidates should engage students in using digital tools for authentic learning experiences while the higher levels of technology integration require students to complete work similar to what would be completed by an adult practitioner and share their accomplishments. In this lesson, students are using real-world digital tools in several forms. The challenge is set to be delivered via video conference with a representative of Novellis. In many real-world situations in which travel is overly expensive or impossible, assignments or challenges are issued through such means. Students also work on their designs using SolidWorks, an industry standard program for 3-dimensional design work. Finally, the lesson allows students to use a commercial-quality 3D printer to print prototypes of their final design.
One element of authenticity that is served particularly well by the lesson is consideration of diverse learners. In the case of this project, the female learner is targeted in several ways based on the fact that female interest in STEM fields and careers is a valued target in STEM education. The first method of engaging a female learner is in the use of a female representative from Novellis. The primary point of contact for the educational partnership is female, and she would serve to provide the challenge to the students. The second method is to provide all students, females and males, alike with the challenge of designing a soda can that would fit their needs. For female learners, their needs would be different than those of males, so their designs would be tailored to fit their unique needs.
The lesson that I learned from this artifact is that designing a lesson that actively engages students in a meaningful way can be more involved than simply evaluating existing lessons for authenticity and engagement. Through the previous assignments in the course, I had evaluated existing lessons mostly independently. However, this lesson required me to collaborate with my classmates, the professor, and some of my colleagues at school. The full implementation of the lesson would require collaboration with partners in education and with other teachers. Since I wrote the lesson, I have not been able to fully implement it because I have not been able to build the type of relationship with Novellis that I would like. In the future, I would tend to write a lesson that does not rely on such relationship speculation.
The main impact of this artifact is on student learning. Students in my technology classes are often engaged in the content, but the 3D design process is often one area in which they lose interest relatively quickly. Often students are intrigued by the 3D printing process and quickly learn the basics of free-form design using SolidWorks. However, students become disinterested when they are asked to use SolidWorks to create detailed, precise models. This lesson could provide an authentic challenge that would hold their interest through that less accessible portion of the unit. With that continued engagement, the students would be able to develop a more thorough understanding of the 3D design process, an understanding of how the process is used in the real world, and an experience with using that process independently.
For standard 2.3, which is concerned with authentic learning experiences, I chose the Engaged Learning project that I created for ITEC 7400, Twenty-First Century Teaching and Learning. For the Engaged Learning project, I was charged with designing a technology-enhanced learning experience with high level of technology integration and that would engender a high level of student engagement. In the process of creating the lesson, I used my prior knowledge about the Levels of Technology integration and about levels of student engagement that I had learned throughout the Twenty-first Century Teaching and Learning course.
The lesson involved in the project included as authentic a learning experience as I could create for my technology classes. The lesson is designed to leverage a possible educational partnership between our school and Noveillis, a producer of aluminum products. The lesson is also designed to dovetail with the STEM program at our school, particularly the 3D design and printing portion of that program. Finally, the lesson requires students to use real-world knowledge as well as scientific inquiry and knowledge about heat transfer and the properties of elements and materials. In the lesson, students conduct work in a similar fashion to that completed by research and development teams in the real world. Adding to the authenticity of the project is the fact that students are required to anticipate problems just as they would in the real world.
Standard 2.3 indicates that candidates should engage students in using digital tools for authentic learning experiences while the higher levels of technology integration require students to complete work similar to what would be completed by an adult practitioner and share their accomplishments. In this lesson, students are using real-world digital tools in several forms. The challenge is set to be delivered via video conference with a representative of Novellis. In many real-world situations in which travel is overly expensive or impossible, assignments or challenges are issued through such means. Students also work on their designs using SolidWorks, an industry standard program for 3-dimensional design work. Finally, the lesson allows students to use a commercial-quality 3D printer to print prototypes of their final design.
One element of authenticity that is served particularly well by the lesson is consideration of diverse learners. In the case of this project, the female learner is targeted in several ways based on the fact that female interest in STEM fields and careers is a valued target in STEM education. The first method of engaging a female learner is in the use of a female representative from Novellis. The primary point of contact for the educational partnership is female, and she would serve to provide the challenge to the students. The second method is to provide all students, females and males, alike with the challenge of designing a soda can that would fit their needs. For female learners, their needs would be different than those of males, so their designs would be tailored to fit their unique needs.
The lesson that I learned from this artifact is that designing a lesson that actively engages students in a meaningful way can be more involved than simply evaluating existing lessons for authenticity and engagement. Through the previous assignments in the course, I had evaluated existing lessons mostly independently. However, this lesson required me to collaborate with my classmates, the professor, and some of my colleagues at school. The full implementation of the lesson would require collaboration with partners in education and with other teachers. Since I wrote the lesson, I have not been able to fully implement it because I have not been able to build the type of relationship with Novellis that I would like. In the future, I would tend to write a lesson that does not rely on such relationship speculation.
The main impact of this artifact is on student learning. Students in my technology classes are often engaged in the content, but the 3D design process is often one area in which they lose interest relatively quickly. Often students are intrigued by the 3D printing process and quickly learn the basics of free-form design using SolidWorks. However, students become disinterested when they are asked to use SolidWorks to create detailed, precise models. This lesson could provide an authentic challenge that would hold their interest through that less accessible portion of the unit. With that continued engagement, the students would be able to develop a more thorough understanding of the 3D design process, an understanding of how the process is used in the real world, and an experience with using that process independently.