This session was from the 'Smart Devices for Learning' MELSIG event at Sheffield Hallam University on 8th February 2013. It considered how smart technologies and Apps stood to change existing ideas of learner engagement by using understandings of authentic learning (Herrington 2006) as a framework.

1. AUTHENTIC SMART LEARNING
ANDREW MIDDLETON SFHEA

2. EXAMINING THE POTENTIAL FOR
POST-COMPULSORY SMART LEARNING
• Using an authentic learning
framework* to challenge our
thinking
• Principle: smart devices create
a new and different learning
environment therefore we are
looking for what we can do
differently
*Based on: Herrington, J. (2006). Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at:
http://researchrepository.murdoch.edu.au/5247

3. AN AUTHENTIC CONTEXT
THAT REFLECTS THE WAY THE KNOWLEDGE WILL BE USED IN REAL LIFE
How can smart devices help the academic
change the way students engage in learning?
When designing activities rethink,
•Who is involved - who is doing what, with
whom and for whom
•Where they are or where they are going
•Why- situation, activity, problem
•What - process, purpose, impact, benefit
•How is this done - in the real world, safely,
in a simpler way, in a different way, in part,....

4. AUTHENTIC ACTIVITIES
How can smart devices help the learner to
think about
•Preparing for action
•Feedback informing action
•Parts of a task
•A series of activities
•Feedback on activities
•Recording and reflecting in and on
activities
•Sharing the outcomes of activities

5. ACCESS TO
EXPERT PERFORMANCES AND THE
MODELLING OF PROCESSES
How can smart devices help the
learner to,
•Observe process
•Follow a process
•Analyse or critique a process
•Compare approaches (their own
and/or others)
•Improve a process

6. MULTIPLE ROLES AND PERSPECTIVES
How can smart devices help the learner to think
about different factors or approaches,
•Needs/interests - reasons for contributing
•Options - planning, modelling, reflecting on,
comparing
•Social - ways of working together,
contributing, sharing
•Critical (inter-) dependencies -
relationships and paths through a task
•Benefits - time, money, learning, knowledge
•Outcomes - intended and designed, or
unexpected

7. COLLABORATIVE CONSTRUCTION OF
KNOWLEDGE
How can smart devices create,
• An alternative learning space
• A complimentary learning space
• Storage space
• Communication channels
• Reference space
• Test space
• Access

8. REFLECTION
How can smart devices support learner
reflection,
•On practice - after the event
•Inpractice - alone or with others for
continuous improvement
•As practice - scholarship, evidence
informed, meta-engagement, self-
regulation, fostering independence

9. ARTICULATION
How can smart devices support learner
performance,
•Speaking - clearly, succinctly, usefully, or for
note making
•Writing - academic or professional, or note
making or drafting
•Recording - 'gathering' ideas, information and
data
•Presenting - rehearsing, producing, delivering,
collating
•Reporting - structuring, summarising
•Listening - following, information,

10. COACHING AND SCAFFOLDING
How can smart devices support the learner
or group by,
•Providing 'just-in-time' information and
guidance
•Capturing and managing data
•Connecting

11. AUTHENTIC ASSESSMENT
How can smart devices support the learner
or group to,
•Carry out a task
•Draw upon, involve or change 'real life'
•Use knowledge that is constructed or
applied rather than recalled or recognised
•Act as a central character
•Directly use or produce evidence