Glogster

This is an example of what students would be creating (advertisement)
If you are having trouble with the Glogster Loading, right click and select encoding then, Western/European

Skype Example

Reference:

MyCompWorks. (2011). How to video chat with Skype! [Screen cast presentation]. Retrieved from, http://www.youtube.com/watch?v=ltl0xcyDoNQ

Year Five Cake Stall/Student Blog Example

Students use this space to reflect weekly on the decisions in which they have made and  their research findings (if interesting). Students also may wish to upload any ICT creations such as, glogsters, tables, charts, images and videos.

For a comprehensive evaluation of Blogs click here.

Example:

17th May 2013

Today, my partner and I went on a tour of the local bakery. As the local bakery was a very small shop, only two students were able to participate in a guided tour and cooking class. Akica and I were the choosen students to go as we are going to manage and undertake all of the cooking for the cake stall. So that the rest of the class (team) could see what happened we took our iPhones and used the video recorder, voice memos and the camera in order to capture; the steps in order to make a cake, explict instructions and tips from the baker and photos of the end results and icing techniques. See below for these artifacts.

Here is a video containing tips in which we noted from our trip to the Bakery (short example);

See below for Part One of Baking a Cake (this was made in Animoto but was uploaded to YouTube).



Authentic Task Design

10 design elements are suggested for the design of authentic tasks in web-based learning environments:

1. Authentic tasks have real-world relevance Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualised 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.

Reference:

University of Wollongong. (2005). Authentic Task Design, Framework. February 2013.

Retrieved from http://www.authentictasks.uow.edu.au/framework.html