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Social Work Education post COVID-19 Course Redesign - Rediscovering new ways of learning and teaching in South Africa.
Revised Authentic eLearning
Authentic learning was originally put forward by Herrington et al., (2010) as a way of situating and simulating real-world contexts using collaborative learning activities, which are very appropriate for teaching group work. The creation of authentic learning environments is suitable for teaching and for enhancing professional education in particular by emphasising and enabling the applied aspects of learning (Barnes & Gachago, 2015).
Herrington maintains a comprehensive site here, that is a good source for additional content.
The elements of Authentic eLearning
1. Authentic Context
Learning is situated within a context that mirrors how knowledge is applied in the real world. This helps students develop the skills needed for effective group work and real-life problem-solving.
2. Complex Authentic Tasks
Tasks are intentionally ill-defined and mirror the complexity of real-world challenges. This encourages students to explore multiple solutions, build resilience, and develop higher-order thinking skills.
3. Iteration Over a Sustained Time
Students engage with tasks over an extended period, allowing for deep thinking, repeated attempts, and refinement. Sub-tasks are tackled both independently and collaboratively, promoting iteration and continuous improvement.
4. Multiple Perspectives
Students are encouraged to explore problems from various roles and viewpoints. By switching between roles, such as group leader and team member, they gain a broader understanding and develop interpersonal competence.
5. Expert Performance
Students are exposed to expert thinking and performance through diverse sources, including textbooks, digital media, and web-based demonstrations. This modelling supports the development of effective strategies and approaches (Herrington & Parker, 2013).
6. Collaboration
Collaborative learning plays a central role. Students work with peers to co-construct knowledge, engage in dialogue, and build shared understanding.
7. Reflection
Reflection is a golden thread in social work education, to enhance thinking, develop “critical evaluation and self-awareness” and get a better understanding of their “knowledge, skills and attitudes” (Bassot, 2013: 6).
8. Articulation
Articulation involves making tacit knowledge explicit. Through discussion, role-play, debate, and presentation, students share and refine their thinking while learning to communicate complex ideas clearly.
9. Scaffolding and Integrated Assessment
Scaffolding and integrated assessment by the educator helps the student develop proficiency. The approach advocates seamless authentic assessment that ensures feedback, so that there is iteration for a final polished product to emerge as an outcome.
An example of this is an educator supported guidance that withdraws when students develop competence. At this stage the supports is removed.
10. Affect or Socio-Emotional Learning
Authentic eLearning also nurtures emotional and embodied aspects of learning. Socio-emotional learning encourages self-awareness, empathy, and personal growth.
An example would be the development of a river of life exercise shown in the picture below.
