Developing Authentic e-Learning through Virtual Benchmarking

The implementation of authentic learning elements in 12 universities of applied sciences online courses is examined in this paper. The Virtual Benchmarking Project conducted at the Finnish Virtual University of Applied Sciences in 2008 used the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Fourteen teachers in six benchmarking pairs applied these elements to compare practices and identify development challenges in their online teaching. The study results indicate the elements are implemented evenly in the examined data. Strongly realised elements were authentic context and tasks, while collaborative construction of knowledge, reflection, articulation and authentic assessment were implemented more weakly. Development challenges were identified, such as, increasing working life contacts and peer guidance, and the need for cross-collaboration of learners at various levels of expertise

Developing more authentic e-courses: Working life mentoring through social media

Affordances of social media have not yet been fully exploited in the promotion of authentic e-learning in higher education. In this paper, we examine the planning and implementation of social media in five e-Learning of the Future project courses and how these changes support authentic learning. A further focus of interest is the role of working life mentors in the process. The outcomes indicate that the introduction of social media measures strongly supported the strengthening of authentic learning principles (Herrington & Oliver, 2000) on the courses. Revisions to learning tasks centred on establishing connections to expert communities, the use of blogs, and compilation of entrepreneurial narratives. Working life mentors brought a work-oriented perspective to the process and highlighted skills required by workplaces of the future. Developing educational tasks that cross traditional boundaries raises issues of operational culture change and the roles of partners, and these implications are discussed in the paper

Authentic e-learning in a multicultural context: Virtual benchmarking cases from five countries

The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Twelve teachers in four benchmarking pairs applied these elements to compare practices and identify development challenges in their online courses. The results indicate multiple roles and perspectives and scaffolding were the most strongly implemented elements. Collaborative construction of knowledge was implemented weakly. Development challenges were identified, such as continuous evaluation in authentic assessment. The project raised teachers’ awareness of cultural background as a factor affecting views on authentic e-learning. Differences in the culture code of e-learning among Finland, Korea, Canada, Belgium and UK are items to consider when developing multicultural learning

Reflections on creating an international virtual benchmarking model for authentic e-learning: Crossing boundaries and breaking down barriers

International virtual teamwork offers new opportunities for the professional development of teachers. In this paper, we examine the initial experiences in an ongoing international virtual benchmarking project coordinated by the Finnish Online University of Applied Sciences. What challenges does an international context present for project construction and collaboration? Data from five countries, in the form of participant reflections and researchers’ observations, were analysed according to four types of barriers: language, time, technical and mental barriers. Initial data indicates that trust is an essential starting point, as there is neither time nor possibilities to build mutual trust by traditional means. Organisational confidentiality issues, however, can complicate the situation. The project introduces ‘collision’ as a method of professional development, in which not only physical and organisational borders are crossed, but also mental barriers, as skills and competencies needed in global learning environments are acquired

Authentic e-Learning in a multicultural context: Virtual benchmarking cases from five countries

The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Twelve teachers in four benchmarking pairs applied these elements to compare practices and identify development challenges in their online courses. The results indicate multiple roles and perspectives and scaffolding were the most strongly implemented elements. Collaborative construction of knowledge was implemented weakly. Development challenges were identified, such as continuous evaluation in authentic assessment. The project raised teachers’ awareness of cultural background as a factor affecting views on authentic e-learning. Differences in the culture code of e-learning among Finland, Korea, Canada, Belgium and UK are items to consider when developing multicultural learning

Aikuisen kasvu ja oppiminen kirkossa:suomen evankelis-luterilaisen kirkon käsitys aikuiskasvatuksesta, aikuisten oppimisesta ja opettamisesta vuosina 1958-1990 käydyn asiantuntijakeskustelun pohjalta

Abstract Adult education provided by society has been on the rise. From the Church's standpoint, however, adult education has not been developed sufficiently to meet the demands of today. In my study I deal with the Finnish Evangelical Lutheran concepts of adult education, adult learning and teaching as well as the underlying concepts of man during the years 1958 to 1990. The main sources for my thesis are the documents concerning adults in the Total Plan for Church Education and the specialist discussion in the magazine of Kristillinen kasvatus. In addition, I look at the supplementary material of the adult education of the beginning of the 1980's. As the theoretical basis I have the framework of adult educational philosophy and learning theory (behaviorist, cognitive-constructive and humanistic). My method of study is a qualitative content analysis. The Christian concept of man as an open concept of man enables making good use of knowledge. Yet the tension between the theological and the pedagogical framework is evident. The relation of faith and education is defined as dialectic and the relation of theology and pedagogics is defined as dialogic. The adult right for the kind of adult education that supports personal growth is defended, the adult education of society is criticized because of its emphasis on utility. The discussion conveys the experience of an adult not being seen as a subject but being made into an object instead, which refers to the behaviorist concept of man. The humanistic concept of man is given support, there is a certain boundary aspect in relation to man's goodness and unrealistic educational optimism, but it is also the Christian concept of man that considers it man's duty to develop himself. The emphasis on life-long learning awakes one to see that the idea is based on the grounds of the Church. Living as a Christian is a life-long growth and learning process. Adult education is most generally understood as supportive to the holistic growth of an adult. When setting educational goals the behaviorist view is given up and the setting of the goals in interaction with adults is emphasized. The relation to the adult education of society is defined as complementary and advanced. Along with the Total Plan for Church Education largely based on behaviorist model, it is learning, however, that is regarded as more important than teaching. While knowledge cannot be transmitted, the process nature of learning cognitive-constructively is emphasized. In adult education learning is seen as humanistic growth, growing humanistically. Freire's educational philosophy gives support to seeing adults as subjects in a parish. Parish pedagogics wishes to make parishes into intergenerational learning communities. Adult teaching needs to change from the one-way communication of the Catechism tradition into a dialogue. Interaction and making use of experience are considered integral elements in adult encounter. Different concepts of learning live side by side in the Church. The humanistic concept of learning has gained a footing since the 1970's in the field of adult education, especially in supplementary training. On the official and specialist level the adult educational thinking of the Church seems to have kept up with pedagogical knowledge. Teaching methods may change in parishes when parish workers adopt a new concept of learning, which is a challenge to education

International e-benchmarking: flexible peer development of authentic learning principles in higher education

More and more, social technologies and virtual work methods are facilitating new ways of crossing boundaries in professional development and international collaborations. This paper examines the peer development of higher education teachers through the experiences of the IVBM project (International Virtual Benchmarking, 2009–2010). The e-benchmarking process in which teachers applied authentic learning criteria is described, as are the e-tools (Ning, ACP) and the methods employed collaboratively to develop e-learning competence. Cases came from Finland, Korea, Canada, Belgium and Great Britain. The project formed an international virtual learning community for teachers. In peer development, elements of authentic learning were assigned meaning, development alternatives were considered and the interpretation of authentic learning in different situations and cultures was made concrete. The results promote and inform the planning of e-benchmarking communities and flexible virtual teamwork in professional development and education contexts

Virtual benchmarking as professional development: Peer learning in authentic learning environments

The creation of a virtual benchmarking model as a tool for professional development of teachers is examined in this article. The process employed authentic learning criteria as reflection and dialogue tools in a peer review of e-courses. The learning space the virtual benchmarking process provided and its effectiveness in supporting professional development as experienced by teachers are described. Strengths and development challenges of the model are discussed. The project itself became an authentic learning environment in which elements structuring authentic learning promoted peer learning and collaborative construction of knowledge. Virtual methodologies were tested and developed with the use of Adobe Connect Pro and Ning. Teachers felt new knowledge could immediately be transferred to their work and authenticity in e-learning fostered by increasing collaborative construction of knowledge, strengthening reflection and deploying interactive social media. While considered useful and a time-saver, further improvements to the multiphase model should focus on process instructions and role clarification

Learning cultures and multiculturalism

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture

Facilitating the development of multicultural learning communities through Authentic e-Learning

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by 1Cculture 1D in the educational context, what aspects actually have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an undesired way? New learning models that differ from traditional learning approaches might cause a type of a 1Clearning culture shock 1D for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This paper discusses the experiences from two multicultural and multidisciplinary online programs for teacher education. Both of the programs are based on the principles of authentic e-learning framework as described by Herrington, Reeves and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e- learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture