Authentic Learning Tasks

Design of authentic learning tasks.

In the last element we studied the different elements included in the TEFFIC pedagogical framework. The aim of the elements is to support the design of effective, efficient and engaging learning processes for Industry 4.0.

This paper contains the cornerstone in the TEFFIC strategy for bridging the industrial competence gap in multidisciplinarity, business insight and social skills. The topic is design of authentic tasks which is the core element of learning processes with industrial aim.

The first principles of instruction were identified by professor M. David Merril, and provide a framework for designing, in his words; Effective, Efficient and Engaging instruction. The TEFFIC framework is designed along these lines, and we recommend it as a good approach for designing training with an industrial aim.

The process starts with activating the learner's prior knowledge by reminding of similar topics. Then the educator demonstrates the task or problem. Next the student applies the knowledge - first on her own, then in the integration phase, as a part of a team. In all the phases the task is in focus. This process is iterated with increasingly complexity in the task.

This approach is proved to be efficient and well adapted to the challenges we face in the Industry 4.0 training. It places, however, a large responsibility on the task. It must be carefully designed to cater for all learning needs; both the subject matter, multidisciplinary approach and the underlying needs for social skills in teamwork.

In TEFFIC we have elected to promote the principles of authentic task design as guidelines for designing adequate learning tasks. This approach rests on the principles of situated learning and is summed up in 10 design elements suggested by Australian researchers (Herrington 2006):

1. Authentic tasks have real-world relevance. Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualized or classroom-based tasks.
2. Authentic tasks are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity. Problems inherent in the tasks are ill-defined and open to multiple interpretations rather than easily solved by the application of existing algorithms. Learners must identify their own unique tasks and sub-tasks in order to complete the major task.
3. Authentic tasks comprise complex tasks to be investigated by students over a sustained period of time. Tasks are completed in days, weeks and months rather than minutes or hours, requiring significant investment of time and intellectual resources.
4. Authentic tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources. The task affords learners the opportunity to examine the problem from a variety of theoretical and practical perspectives, rather than a single perspective that learners must imitate to be successful. The use of a variety of resources rather than a limited number of preselected references requires students to detect relevant from irrelevant information.
5. Authentic tasks provide the opportunity to collaborate. Collaboration is integral to the task, both within the course and the real world, rather than achievable by an individual learner.
6. Authentic tasks provide the opportunity to reflect. Tasks need to enable learners to make choices and reflect on their learning both individually and socially.
7. Authentic tasks can be integrated and applied across different subject areas and lead beyond domain-specific outcomes. Tasks encourage interdisciplinary perspectives and enable diverse roles and expertise rather than a single well-defined field or domain.
8. Authentic tasks are seamlessly integrated with assessment. Assessment of tasks is seamlessly integrated with the major task in a manner that reflects real world assessment, rather than separate artificial assessment removed from the nature of the task.
9. Authentic tasks create polished products valuable in their own right rather than as preparation for something else. Tasks culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else.
10. Authentic tasks allow competing solutions and diversity of outcome. Tasks allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures.

To get the student's opinion on learning by working on authentic tasks, we have made an interview with Henning Skau, second year student of industrial digitalisation (Fagskolen Tinius Olsen, EQF level 5 training).

- Henning, you are a student here on Fagskolen Tinius Olsen and are currently working on your graduation project. What can you tell us about your work?

- Right now, we are working on a task from one of our school's partner companies. Our challenge is first how RFID can be used to improve the production processes in the company. Then we consider if RFID may change the overall business. Can the customer process change? Do we see any new products or services the company can provide to the customers? This is a very interesting challenge where we need everything we have learned, and come to think of it, a lot we have learned throughout the process, to provide answers.

- Which role do the school's staff play in the project process?

- We have organized our group and distributed the responsibility between us. We have functions such as; project manager, production analysts, market analysts, logistics, engineering, document handling and so on. The schools staff helps us when we are stuck at crossroads in the process, or if we need specific knowledge.

- What do you think of this way of learning Henning?

- This the learning activity I have learned most from. The fact that we must make our own plans, organize ourselves, and get hold of the competence we need on our own, is highly motivating and satisfying when the results are good. I believe that all members on my team have had the feeling that they are mastering important aspects of engineering. And, above all, to know that someone outside the school is caring about the results we create means a lot for motivation and learning.

- Thank you, Henning! This concludes our presentation of task design.

After you have finished this element, take some time to reflect upon and suggest answers to these questions;

Which design element for authentic tasks do you think is most important for effective, efficient and engaging learning?

How can you implement the design into the learning tasks in your training?

In our next TEFFIC elementwe will take a look on how you can optimize the learning process for different venues.

Sources:

• Merril, M. David: The First Principles of Instruction, John Wiley & Sons, Pfeiffer, San Francisco 2013
• Herrington, J et al: "Authentic e-learning in higher education: Design principles for authentic learning environments and tasks", University of Wollongong 2006