Complex Learning Theories and Authentic Assessment

 

Complex Learning Theories

Problem-based learning (PBL) is a student-centered approach in which learners work together to solve an open-ended problem. In addition to learning the content-based objectives of the lesson, it also helps to build critical thinking and interpersonal skills.

Experiential learning engages students in an activity prior to being given any knowledge of what to expect and then asks them to reflect upon what they experienced and learned as a result. It is a methodology that often offers lessons in a "real-life" context, and is often a tool used to teach empathy and differing perspectives.

Gamification of learning in some ways can be described as the digital-era's take on behaviorism. Game scenarios include "stimuli" and "response" as well as positive and negative reinforcements (points, badges, losing a "life") in order to actively engage learners in solving problems. They can be simple or complex, but the goal is to motivate students to learn through an activity that is perceived as fun.

Authentic Assessment

Authentic assessments go beyond the usual timed in-class tests such as multiple choice or essays and instead ask the student to demonstrate their knowledge of the material in a much more complex format. This may include team projects and presentations, reflections on observations of the content outside of the classroom, creative content such as art or video projects, or any type of problem-based assessment where there is no right or wrong answer, but rather students are assessed on how they are able to justify their conclusions.

Participatory Design: Design For, With, and By People Living at the BoP

Scenario

The Participatory Design Online course is an introductory course to participatory design methods and practice in contexts of poverty. This eight-week course will introduce, define, and compare the different types of participatory design: human-centered design, co-design, and user-generated design. The course will present a step-by-step process to engage Bottom of the Pyramid (BoP) stakeholders in co-design.

By the end of this course, participants will be able to:

  • Explain the purpose of participatory design
  • Differentiate the types of participatory design impact pathways
  • Assess and strengthen the different mindsets necessary for participatory design
  • Collectively craft a concise and compelling problem statement that describes a team’s challenge
  • Test drive different idea generation and concept selection techniques
  • Differentiate between sketch modeling + prototyping and build a sketch model of a solution to gather user feedback

Learning Approach

This version of the online course is designed to be a project-based learning experience, giving practitioners the opportunity to learn the principles of participatory design within the context of a real project of their choice. Participants will learn and practice tools and techniques for establishing the proper mindset, exploring and framing problems, generating and evaluating ideas, as well as prototyping through sketch-modeling. Each week, participants will engage in hands-on activities to apply these tools and techniques

Assessments

The course includes several types of authentic assessments:

Formative

  1. Each week, participants are required to write a brief reflection of what they learned and how they will be applying it to their project. This allows the instructors to monitor their progress and identify any problems or difficulties that may arise during the process.
  2. Online “office hours” are held each week where participants are given feedback on their progress and the opportunity to ask instructors and other teams questions about their projects.

Summative

At the end of the course, each team will present their project in a “showcase” event.  Team’s will be assessed on the following:

I. Team Formation: How well does the team meet the following guidelines:

  1. Unity without uniformity.
  2. A diversity of co-design participants (users, designers, and implementers.)
  3. A diversity of perspectives.
  4. Clear roles, without hierarchy.  

II. Problem Identification/Framing

  1. Stakeholder engagement process.
  2. PATH statement fully developed

III. Impact Measurement: Project identifies the following:

  1. Clearly defined impact goals. 
  2. Theory of change. 
  3. Impact measurement metrics defined.

IV. Idea Generation

  1. Idea generation technique and reasons for its selection explained.
  2. Concept selection technique identified and reasons for its selection explained.
  3. Solution agreed upon and reason for its choice.
  4. What strategy would you use if circumstances were different?

V. Final Prototype

  1. 1-minute video showing the sketch-modeling and proto-typing process.
  2. A summary of user-feedback
  3. Plan for moving forward.

Learning Theory Application

Andragogy – This course is designed according to the principles of Adult Learning Theory (Andragogy.) Its purpose is to facilitate learning in order to solve a problem that is relevant and/or current to their work. (Readiness, Orientation, Motivation) The curriculum is structured around skill development, providing opportunities to practice using tools and strategies in a real-life context. (Experiential.) Participants are encouraged to learn from one-another in a collaborative learning environment. (Self-concept, Experience.)

Constructivism – Because this course places a major emphasis on the concept of "mindsets" and empathy, the theory of constructivism also applies. Learners are encouraged to view design principles through the multiple perspectives of the communities with which they work. This is forcing them to not only construct knowledge based on their own experiences and prior learning, but to also consider what the constructed knowledge of the stakeholders with which they will be working have.

References

Genareo, V. R., PhD, & Lyons, R. (2017, September 08). Problem-Based Learning: Six Steps to Design, Implement, and Assess. Retrieved June 27, 2019, from https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/

Great Schools Partnership. (2013, August 29). Authentic Assessment Retrieved June 27, 2019, from https://www.edglossary.org/summative-assessment/

Hall, M. (2014, May 13). What is Gamification and Why Use It in Teaching? Retrieved July 6, 2019, from http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it...

Miano, A. (n.d.). What is EE. Retrieved July 6, 2019, from https://www.aee.org/what-is-ee

Problem-Based Learning: Center for Teaching Innovation. (n.d.). Retrieved July 6, 2019, from https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning

Wilbert, M. (2013, April 19). Authentic Assessment in Action. Retrieved June 27, 2019, from https://www.edutopia.org/blog/sammamish-4-authentic-assessment-in-action...