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:
itec_7400__el_final_drake.doc | |
File Size: | 39 kb |
File Type: | doc |
Reflection:
The Engaged Learning Project for ITEC 7400 is the primary artifact for Standard 2.3. The assignment involved creating an authentic learning experience to engage my students. I researched and developed an authentic learning experience, the Mexican Business Proposal, for my students in a virtual middle school. In this project students would research an area in Mexico. Based on the region’s resources, the students will create a business proposal. This business must address one of the previously researched problems in the region. During the development of the project, I raised the original LoTi from a 2 to a 5 or higher.
Standard 2.3: Authentic Learning, established the expectations for artifact alignment with an authentic learning experience. The Mexican Business Proposal is a content standards-based learning experience that addresses the authentic and meaningful component of Standard 2.3. Students participate in a real-life scenario by taking on the role of an international industrialist. They enact a complex set of problem-solving strategies by researching the resources in the regions and creating a business idea that takes advantage of the resources as well as working to address a problem in one of the regions. I also facilitated the connection of students to an expert from the Mexican Chamber of Commerce who provided information and answered student generated questions. During this authentic learning experience, I modeled the use of a variety digital tools and resources such as Edmodo, Grolier Online, Indeed.com and various presentation software. I also facilitated the use of digital tools by providing synchronous and asynchronous student support of implementing the project via phone, email and Adobe Connect. The students’ business proposals varied greatly and so did their presentations. Students had the option to produce their presentations in Microsoft, Google, Canva, etc. The students shared their presentations with each other via Edmodo and selected three from the class to present to the Mexican Chamber of Commerce. The students all provided feedback for the top three presentations and these proposals were revised for presentation to the Mexican Chamber of Commerce.
During the creation of the authentic-learning experience, I learned that there was a Latin Chamber of Commerce in Atlanta. This was information that I would have never learned if I had not attempted to raise the LoTi level of the Mexican Business Proposal. I learned that feedback from your peers is the best way to reflect on your assignment and make improvements to it. To improve the quality of this learning experience I would have the students post their presentations to Padlet instead of Edmodo. I learned about Padlet after developing this learning experience. Padlet would provide more exposure of the students' proposals and therefore more students, educators, parents, etc. would be able to review and comment on the students' proposals while still affording them privacy and safety.
The work that went into creating the artifact impacted student learning. The Mexican Business Proposal impacted student learning by providing an alternate means for students to display mastery of content, show creativity, increase their critical thinking skills, and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, and standards-based benchmarks.
Standard 2.3: Authentic Learning, established the expectations for artifact alignment with an authentic learning experience. The Mexican Business Proposal is a content standards-based learning experience that addresses the authentic and meaningful component of Standard 2.3. Students participate in a real-life scenario by taking on the role of an international industrialist. They enact a complex set of problem-solving strategies by researching the resources in the regions and creating a business idea that takes advantage of the resources as well as working to address a problem in one of the regions. I also facilitated the connection of students to an expert from the Mexican Chamber of Commerce who provided information and answered student generated questions. During this authentic learning experience, I modeled the use of a variety digital tools and resources such as Edmodo, Grolier Online, Indeed.com and various presentation software. I also facilitated the use of digital tools by providing synchronous and asynchronous student support of implementing the project via phone, email and Adobe Connect. The students’ business proposals varied greatly and so did their presentations. Students had the option to produce their presentations in Microsoft, Google, Canva, etc. The students shared their presentations with each other via Edmodo and selected three from the class to present to the Mexican Chamber of Commerce. The students all provided feedback for the top three presentations and these proposals were revised for presentation to the Mexican Chamber of Commerce.
During the creation of the authentic-learning experience, I learned that there was a Latin Chamber of Commerce in Atlanta. This was information that I would have never learned if I had not attempted to raise the LoTi level of the Mexican Business Proposal. I learned that feedback from your peers is the best way to reflect on your assignment and make improvements to it. To improve the quality of this learning experience I would have the students post their presentations to Padlet instead of Edmodo. I learned about Padlet after developing this learning experience. Padlet would provide more exposure of the students' proposals and therefore more students, educators, parents, etc. would be able to review and comment on the students' proposals while still affording them privacy and safety.
The work that went into creating the artifact impacted student learning. The Mexican Business Proposal impacted student learning by providing an alternate means for students to display mastery of content, show creativity, increase their critical thinking skills, and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, and standards-based benchmarks.