2.3: Authentic Learning:
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Artifact
Engaged Learning Project Reflection The Engaged Learning Project, the culminating project I designed for ITEC 7400: 21st Century Teaching & Learning, was designed to engage candidates in the creation of lesson unit plans that aligned with the indicators of Engaged Learning (Williamson, 2014). The methodology of these indicators promotes the importance of authenticity in learning tasks designed with engagement as a goal. My Engaged Learning project, entitled Blockbuster Letdown Makeovers, requires students to assume the professional role of film critic based on their play attendance and research into film criticism, collaboratively analyze a blockbuster film of their choice to determine scenes that somehow did not come across effectively and to draft a professional film critique, develop criteria for re-development of a selected scene, re-film the scene with suggested improvements incorporated, upload their improved scenes to Youtube, then market their scenes around the school and local area. Assuming a professional role and studying the specifics of a field relevant to their course standards creates an authentic learning experience for students who do not understand the relevance of literary analysis to adult life or do understand its relevance and want to explore a potential career field. Demonstrating my ability to use digital tools to engage students, the Engaged Learning project is a model project-based unit that facilitates the incorporation of online discussion tools like Oovoo, Google Hangouts, or Skype with online collaboration platforms such as Google Drive, Join.me, Podio, or Wikispaces selected by students as their groups’ project hubs. Providing choice in collaboration hub platform and in which blockbuster film each group will analyze empowers students to take ownership of the project. The first week of the project also requires that students create a digital presentation that aligns their individually-focused film analyses with information gleaned from pre-project interviews with Teaching Artists and Alliance Theatre actors. Use of film criticism research, utilization of the online collaboration platform, use of video filming and editing tools, and creation and social media marketing of a Youtube page dedicated to their film blockbuster film letdown makeover videos ensure both that students are engaged in learning that reflects their interests and that students use digital tools and resources for authentic purposes. Completing this artifact helped me to understand the depth of authentic exploration possible when teachers are purposefully creative with the curriculum and consider student interests and desire to be respected as young adults as naturally motivating. Meaningful alignment of student interests and professional authenticity relevant to the course standards can help students answer the perpetual question about why course content is relevant to their lives. It also has the potential to engage them in depth of thinking that paper/pencil questions and answers cannot possibly reach, if implemented effectively. To improve this artifact, I would add pre-project lessons on digital citizenship with direct explanation of what is and is not acceptable to post on their collaboration hubs. I would also provide tips for teachers to address typical undesirable behaviors in case they arise. I would also include a pre- and post-unit survey to determine student attitudes toward the project, the course content, and the course itself. The work that went into creation of this artifact provided me with hands-on experience creating authentic project-based learning in accordance to valuable guidelines, the indicators of Engaged Learning (Williamson, 2013). Direct efforts with these guidelines led me to create a model unit for use in my own classroom as well as to share with my colleagues. Sharing the guidelines with colleagues will be a major step toward lessening the seemingly insurmountable student engagement crises. The impact of the unit on student learning and faculty development can be assessed through pre- and post-survey data as well as through careful critiquing of the ultimate products created by the learners. References Williamson, J. (2013). Indicators of instruction for engagement, empowerment, and deep understanding, retention, and transfer of knowledge. Retrieved from http://bit.ly/1BhCHaU. |